使用功能性沟通和相互竞争的刺激,逐渐增加过渡的距离,在治疗有形维持的逃离
Michelle A Frank-Crawford1,2,3, Savannah A Tate1,2, Amanda Goetzel1
1Department of Behavioral Psychology, Kennedy Krieger Institute, Baltimore, MD USA.
Behavior analysis in practice
|October 11, 2024
概括
这项研究成功地通过在过渡期间教授功能性沟通来减少一个年轻男孩的逃跑. 干预涉及教一个"去看"的短语,并使用阻止策略来管理访问所需的项目.
科学领域:
- 行为科学是一种行为科学.
- 应用行为分析 (ABA)
- 儿童心理学 儿童心理学
背景情况:
- 逃跑是一个重要的安全问题,特别是在有发展障碍的儿童中.
- 现有的逃离行为干预措施是有效的,但在过渡期间逃离的研究是有限的.
- 环境刺激和强化延迟在过渡期间维持逃离的作用需要进一步研究.
研究的目的:
- 为了调查和治疗发生在过渡期特别的逃离行为.
- 评估功能性沟通培训 (FCT) 干预措施与先前和后续策略相结合的有效性.
- 检查增加过渡距离对维持治疗收益的影响.
主要方法:
- 使用单个主题研究设计来评估干预的有效性.
- 实施了功能性沟通训练 (FCT),教孩子使用"去看"短语来请求获得所需的刺激.
- 阻断和竞争刺激在延迟访问强化剂时用于管理逃跑.
- 通过逐渐增加过渡距离来评估干预的通用性.
主要成果:
- 实施的行为干预显著减少了过渡期间的逃跑.
- 孩子学会了有效地使用功能通信来请求访问所需的项目.
- 尽管系统地增加过渡距离,但仍保持了低水平的逃跑率.
结论:
- 功能性沟通培训,加上先前和后续行为管理策略,是与过渡相关的离婚的可行治疗方法.
- 行为干预可以成功地泛化到更长,更复杂的过渡环境中.
- 解决逃跑的功能,特别是在过渡期间获得有形增强的机会,对于有效的治疗至关重要.
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