在触摸和口语内指令中获得次要目标,并提供教学反
Breanna K Anderson1, Katie M Wiskow1
1College of Science, California State University, One University Circle, Turlock, CA 95382 USA.
The Analysis of verbal behavior
|July 25, 2025
概括
自闭症治疗中的教学反改善了学习,一个6岁的孩子更喜欢机智,而不是口语教学. 反响行为最初有助于获取主要目标,但后来支持次要目标.
科学领域:
- 行为心理学 行为心理学
- 发展心理学 发展心理学
- 自闭症谱系障碍研究研究
背景情况:
- 教学反通过在试验期间或之后引入刺激来增强学习.
- 了解有效和首选的教学反的条件对于治疗干预至关重要.
- 自闭症谱系障碍 (ASD) 研究寻求有效的教学策略,以获得技能.
研究的目的:
- 为了比较在一个患有自闭症的孩子的口语内教学反在机智和口语内教学期间的有效性.
- 为了评估孩子在机智和口语内教学方法之间的偏好.
- 分析回声行为在不同教学条件下的学习目标中的作用.
主要方法:
- 一个6岁的自闭症儿童在机智和口语教学课程中接受了口语内教学反.
- 在教学条件中,对初级和二级目标的学习率进行了比较.
- 一个并发链程序评估了学习方法偏好.
- 在教学期间测量了回声频率.
主要成果:
- 对于初级和二级目标,在口语和口语内条件下都观察到类似的获取率.
- 参与者表示更喜欢巧妙的教学条件.
- 最初,主要目标的回声频率较高,随着掌握度的增加,转移到次要目标.
结论:
- 带有教导性反的机智和口语教学都能导致自闭症儿童对目标的获得相似.
- 可以确定学习者对特定教学策略的偏好,如机智.
- 在一些患有自闭症的学习者中,公开的回声行为可能成为第二次目标获取的促进者.
- 临床医生可以在教学策略中利用选择,以提高学习者参与度和成果.
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