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在延迟和拒绝容忍教学期间和之后对耐久性的评估
Kendall M Kastner1,2, Stephanie A Hood1,2, Daniel R Mitteer3,4
1Department of Psychology, Marquette University, Milwaukee, WI, USA.
这项研究研究了功能性沟通培训中的治疗复发. 虽然具有挑战性的行为更新是常见的,但在强化稀释期间的复苏证明更有问题,经常达到显著的水平.
科学领域:
- 行为分析 行为分析
- 应用行为分析应用行为分析
- 功能性沟通培训 功能性沟通培训
背景情况:
- 治疗复发是行为修改的一个重要问题.
- 了解复发形式,如更新和复苏,对于有效的干预至关重要.
- 功能性沟通训练 (FCT) 旨在用适当的沟通来取代具有挑战性的行为.
研究的目的:
- 为了评估治疗复发,特别是更新和复苏,在功能性沟通培训 (FCT) 协议中.
- 评估环境变化和强化计划对具有挑战性的行为的影响.
- 调查延迟和拒绝容忍教学的有效性,以减轻复发.
主要方法:
- 评估了延迟和拒绝容忍教学的五种治疗应用.
- 在背景变化 (更新) 和强化减少 (复苏) 之后,监测了具有挑战性的行为.
- 采用了灭绝测试和用于通信响应的强化器材的调度稀释.
主要成果:
- 在大多数治疗中,挑战性行为的更新发生,但很少达到临床意义.
- 在五次灭绝测试中,在两个测试中观察到复苏.
- 忽略了替代活动增加了一个参与者的复苏.
- 在强化计划稀释期间,复苏经常发生,通常在临床上显著的水平.
结论:
- 延迟和拒绝容忍教学显示出在FCT期间管理具有挑战性的行为方面的潜力.
- 虽然更新可能不那么令人担忧,但在钢筋薄化期间的复苏需要仔细考虑.
- 需要进一步的研究来完善预防和管理FCT治疗复发的策略.
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