Basing the treatment of stereotypic and self-injurious behaviors on hypotheses of their causes.
Basing the treatment of stereotypic and self-injurious behaviors on hypotheses of their causes.
复制标题
将刻板印象和自残行为的治疗建立在对其原因的假设的基础上。
DOI：
10.1901/jaba.1988.21-281
复制
发表时间：
1988
影响因子：
2.9
通讯作者：
L. Barton
中科院分区：
文献类型：
--
作者：
A. Repp;D. Felce;L. Barton
刻板印象和自我伤害行为是严重残障人士常见的适应不良反应形式。各种综述论文表明，没有一种单一的治疗方法是普遍有效的。尽管这一发现可能有很多原因，但其中一个原因可能是人们出于各种原因从事这些行为，与行为原因不相容的程序不太可能有效。这些研究还为这些行为的发展和维持提出了许多假说，其中三个是自我刺激假说、正强化假说和负强化假说。这篇论文的目的是确定这些假设中的一个是否与行为的原因相匹配，并用作有效的治疗程序。因此，在一项分三个阶段进行的研究中，我们对3名受试者进行了一种假设与另一种假设的比较。在基线期间，每个受试者在两个教室里采集数据，并对最有可能与行为原因相关的假设做出判断。在第二阶段，在一个教室中使用基于该假设的治疗，在第二个课堂中使用基于另一个假设的治疗。在第三阶段，在第二阶段最有效的治疗在两个教室都使用了。结果表明，可以在假设行为发生在基线期间的基础上制定成功的治疗方案。在支持治疗方案应该基于对其环境背景下的行为的功能分析的论点方面对结果进行了讨论。
Stereotypic and self-injurious behaviors are common forms of maladaptive responding demonstrated by severely handicapped persons. Various review papers suggest that no single treatment procedure is universally effective. Although there may be many reasons for this finding, one could be that people engage in these behaviors for various reasons, and that procedures that are incompatible with the cause of the behavior are unlikely to be effective. These studies also suggest many hypotheses for the development and maintenance of these behaviors, three of which are the self-stimulation, positive reinforcement, and negative reinforcement hypotheses. The purpose of this paper was to determine whether one of these hypotheses could be matched to the cause of the behavior and used as an effective treatment procedure. We therefore compared one hypothesis with one other for 3 subjects in a three-phase study. During baseline, data were taken in two classrooms for each subject, and a judgement was made about the hypothesis most likely to be related to the cause of the behavior. During the second phase, a treatment based on that hypothesis was used in one classroom, and a treatment based on another hypothesis was used in the second classroom. During the third phase, the treatment that was most effective in the second phase was used in both classrooms. Results showed that a successful treatment program can be developed on an hypothesis of why the behavior occurred during baseline. Results are discussed in terms of supporting the argument that treatment programs should be based on a functional analysis of the behavior in its environmental context.