MOTIVATING AUTISTIC-CHILDREN THROUGH STIMULUS VARIATION
MOTIVATING AUTISTIC-CHILDREN THROUGH STIMULUS VARIATION
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DOI：
10.1901/jaba.1980.13-619
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发表时间：
1980-01-01
影响因子：
2.9
通讯作者：
KOEGEL, RL
中科院分区：
文献类型：
--
作者：
DUNLAP, G;KOEGEL, RL
评价两种呈现辨别任务的方法在自闭症儿童教学中的不同效果。在恒定任务条件下，使用在整个会话中呈现单个任务的常见方法。在不同的任务条件下，相同的任务被穿插在S临床课程中的各种其他任务中。结果显示，在恒定的任务条件下，正确反应呈下降趋势，而在不同的任务条件下，反应显著改善和稳定。天真的观察者认为，在不同的任务阶段，儿童更热情、更感兴趣、更快乐、更好地表现。这些结果表明，在自闭症儿童的治疗中，无聊可能是一个特别重要的变量，在定义任务获得的标准时，可能需要特别注意。本文结合文献中关于对刺激新奇和变化的反应性的文献进行了讨论。
The differential effectiveness of 2 methods of presenting discrimination tasks when teaching autistic children was evaluated. In a constant task condition, the common method of presenting a single task throughout a session was used. In a varied task condition, the same task was interspersed with a variety of other tasks from the children''s clinic curricula. Results showed declining trends in correct responding during the constant task condition, with substantially improved and stable responding during the varied task condition. Naive observers judged the children to be more enthusiastic, interested, happier and better behaved during the varied task sessions. These results suggest that boredom may be a particularly important variable to control in the treatment of autistic children and that particular care may be necessary when defining criteria for task acquisition. The results are discussed in relation to the literature on increased responsivity to stimulus novelty and variation.