Rosenbaum M S, Breiling J
J Appl Behav Anal. 1976 Fall;9(3):323-33. doi: 10.1901/jaba.1976.9-323.
Reading comprehension, indicated by motor behavior and multiple-choice picture selection called for in written instructions, was taught to an autistic child using verbal prompts, modelling, and physical guidance. The child was rewarded for correct behaviors to training items; nonrewarded probes were used to assess generalization. Probable maintaining events were assessed through their sequential removal in a reversal design. Results showed: (a) following acquisition, performance was maintained at a near-100% level when candy, praise, attention, and training were removed, (b) absence of other persons was correlated with a marked decrease in performance, whereas their presence was associated with performance at near 100%, and (c) performance generalized to probes and across experimenters. Rewards, which may have been reinforcing during acquisition, did not appear necessary to maintain later performance. Instead, presence of others (a setting event) was demonstrated to have control over maintained performance.
通过运动行为以及书面指示中要求的多项选择图片选择来衡量的阅读理解能力，采用言语提示、示范和身体引导的方式教授给一名自闭症儿童。针对训练项目的正确行为，该儿童会得到奖励；使用无奖励探测来评估泛化情况。通过在反转设计中依次去除可能维持行为的因素来评估其影响。结果显示：(a) 在习得之后，当糖果、表扬、关注和训练被去除时，表现维持在近100%的水平；(b) 其他人不在场与表现显著下降相关，而他们在场则与近100%的表现相关；(c) 表现泛化到探测以及不同实验者。在习得过程中可能起到强化作用的奖励，对于维持后期表现似乎并非必要。相反，其他人的在场（一个背景事件）被证明对维持表现具有控制作用。
