干扰刻板印象的基于技能的治疗
Jessica D Slaton1, Gregory P Hanley2,3, Ellen E Gage2,4
1Nashoba Learning Group, Bedford, MA, USA.
Journal of applied behavior analysis
|June 25, 2025
概括
这项研究将链接时间表与基于技能的治疗相结合,以减少自闭症学生的刻板印象. 干预成功地提高了功能沟通,耐受性和任务准确性,同时减少了重复性行为.
科学领域:
- 行为心理学 行为心理学
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 自闭症谱系障碍 (ASD) 通常以重复行为为特征,称为刻板印象.
- 高率,干扰的刻板印象可以显著阻碍自闭症学生的学习和社会互动.
- 需要有效的干预措施来管理自闭症个体在教育环境中具有挑战性的行为.
研究的目的:
- 评估一个综合干预策略,以减少自闭症学生的干扰刻板印象.
- 评估功能性沟通和容忍技能的获得.
- 为了提高参与者完成任务的准确性.
主要方法:
- 一个链接的治疗刻板印象的时间表被整合到基于技能的治疗具有挑战性的行为.
- 使用差异增强来鼓励功能性沟通,容忍和任务完成.
- 实施了刺激控制程序 (S-和S+),以区分教学和逃生时期.
主要成果:
- 所有参与者都获得了功能性沟通和容忍技能.
- 对运动和声音刻板印象建立了有效的歧视性控制.
- 三个学生的任务准确性都提高到80%以上.
结论:
- 联合干预有效地减少了刻板印象,并提高了自闭症学生的适应能力.
- 这项干预表明了它的社会价值,教师们也证实了这一点.
- 这种方法为解决自闭症中具有挑战性的行为提供了一个有希望的策略.
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