一个自我指导方案对多动学龄前男孩的影响。
The effects of a self-instructional package on overactive preschool boys.
作者信息
Bornstein P H, Quevillon R P
出版信息
J Appl Behav Anal. 1976 Summer;9(2):179-88. doi: 10.1901/jaba.1976.9-179.
Abstract
The effects of a self-instructional package on three overactive preschool boys were investigated using a multiple-baseline design across subjects. Behavioral observations of the three target subjects indicated transfer of training effects from the experimental tasks to the classroom. On-task behaviors increased dramatically concomitant with the introduction of the self-instructional package, and treatment gains were maintained 22.5 weeks after baseline was initiated. In addition, the use of an observer-expectancy control condition gave further credibility to the demonstration of a cusal relationship.
摘要
采用跨被试多基线设计，研究了一套自我指导方案对三名多动学龄前男孩的影响。对三名目标被试的行为观察表明，训练效果从实验任务转移到了课堂上。随着自我指导方案的引入，任务相关行为显著增加，并且在基线开始22.5周后，治疗效果得以维持。此外，采用观察者期望控制条件进一步证明了因果关系的存在。
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