教一名自闭症学生进行言语发起：触觉提示的效果。
Teaching a student with autism to make verbal initiations: effects of a tactile prompt.
作者信息
Taylor B A, Levin L
机构信息
Alpine Learning Group, Paramus, New Jersey 07652, USA.
出版信息
J Appl Behav Anal. 1998 Winter;31(4):651-4. doi: 10.1901/jaba.1998.31-651.
Abstract
This study examined the effects of a tactile prompting device (the Gentle Reminder) as a prompt for a student with autism to make verbal initiations about his play activities. A multiphase multielement design was used to assess the effects of the device in prompting initiations toward an adult in three different play contexts. Follow-up probes were conducted during cooperative learning activities with typically developing peers in the student's regular education class. The results suggest that the device serves as an effective, unobtrusive prompt for verbal initiations during play contexts and during cooperative learning activities.
摘要
本研究考察了一种触觉提示装置（“温柔提醒器”）对一名自闭症学生就其游戏活动进行言语发起的提示作用。采用多阶段多元素设计，以评估该装置在三种不同游戏情境中对向成人发起互动的提示效果。在该学生所在的常规教育班级中，与发育正常的同龄人进行合作学习活动期间进行了后续探测。结果表明，该装置在游戏情境和合作学习活动期间，对言语发起而言是一种有效且不引人注意的提示。
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本文引用的文献
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Programming participation in family activities for children with autism: parents' use of photographic activity schedules.为自闭症儿童安排参与家庭活动：父母对摄影活动日程表的使用
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Teaching children with autism to initiate to peers: effects of a script-fading procedure.教自闭症儿童主动与同伴互动：脚本渐隐程序的效果。
J Appl Behav Anal. 1993 Spring;26(1):121-32. doi: 10.1901/jaba.1993.26-121.
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Teaching children with autism to seek information: acquisition of novel information and generalization of responding.教自闭症儿童寻求信息：获取新信息及反应的泛化。
J Appl Behav Anal. 1995 Spring;28(1):3-14. doi: 10.1901/jaba.1995.28-3.
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