Early intervention for young children with autism: Continuum-based behavioral models
Early intervention for young children with autism: Continuum-based behavioral models
复制标题
DOI：
10.2511/rpsd.24.3.162
复制
发表时间：
1999-09-01
期刊：
影响因子：
--
通讯作者：
Romanczyk, RG
中科院分区：
文献类型：
--
作者：
Anderson, SR;Romanczyk, RG
在过去的三十年里，来自应用行为分析（阿坝）的教学方法已经显示出相当大的承诺，许多自闭症儿童。阿坝的方法建立了一个先验，即评估和干预方法必须以普遍接受的科学证据规则为基础。一方面，这种方法产生了丰富的概念上一致和科学验证的技术资源，可以在许多不同的背景下以各种组合应用。另一方面，这种多样性导致了一些关于阿坝的确切特征的混乱。在本文中，作者首先描述了构成该方法基础的许多常见的编程和方法学元素。行为研究的范围提供了一个摘要，包括更详细的六项研究，证明了大规模的干预措施。最后，作者描述了程序模型的组件，这些组件共享阿坝方法的共同元素，并使用广泛的传统行为技术。一些具体的神话的方法同时解决。
Over the last three decades, instructional methods derived from applied behavior analysis (ABA) have shown considerable promise for many young children with autism. The ABA approach establishes a priori that assessment and intervention methods must be based on generally accepted rules of scientific evidence. On one hand, the approach has produced a rich resource of conceptually consistent and scientifically validated techniques that can be applied in various combinations across many different contexts. On the other hand, this diversity has resulted in some confusion regarding the precise characteristics of ABA. In this article, the authors first describe many of the common programmatic and methodologic elements that form the foundation of the approach. A summary of the scope of the behavioral research is provided including greater detail on six studies that demonstrated large-scale interventions. Finally, the authors describe components of program models that share common elements of the ABA approach and use a broad continuum of traditional behavioral techniques. Some specific myths about the approach are simultaneously addressed.