Experimental analysis of stereotypy with applications of nonparametric statistical tests for alternating treatments designs
Experimental analysis of stereotypy with applications of nonparametric statistical tests for alternating treatments designs
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DOI：
10.3109/17518423.2015.1091043
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发表时间：
2018-01-01
影响因子：
1.3
通讯作者：
Weaver, Emily S.
中科院分区：
文献类型：
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作者：
Lloyd, Blair P.;Finley, Crystal I.;Weaver, Emily S.
简介：刻板印象在发育障碍人士中很常见，并且可能在教学中变得具有破坏性。目的：本研究的目的是将简短的实验分析嵌入阅读教学中，以评估先行变量和后继变量对刻板印象的潜伏期和持续时间的影响。方法：我们培训了一名阅读教练，对阅读诊所中的自闭症青少年进行基于试验的功能分析和随后的刺激特征先行分析。我们使用交替治疗设计并应用非参数统计分析来控制 I 类错误率。结果：实验分析的结果表明，刻板印象是通过非社会强化来维持的，并揭示了学术材料的特征对刻板印象水平的影响程度。非参数统计分析的结果与基于视觉分析的结论一致。结论：简短的实验分析可以嵌入学术教学中，以了解影响刻板印象的刺激条件。
Introduction: Stereotypy is common in individuals with developmental disabilities and may become disruptive in the context of instruction. Purpose: The purpose of this study was to embed brief experimental analyses in the context of reading instruction to evaluate effects of antecedent and consequent variables on latencies to and durations of stereotypy. Method: We trained a reading instructor to implement a trial-based functional analysis and a subsequent antecedent analysis of stimulus features for an adolescent with autism in a reading clinic. We used alternating treatments designs with applications of nonparametric statistical analyses to control Type I error rates. Results: Results of the experimental analyses suggested stereotypy was maintained by non-social reinforcement and informed the extent to which features of academic materials influenced levels of stereotypy. Results of nonparametric statistical analyses were consistent with conclusions based on visual analysis. Conclusion: Brief experimental analyses may be embedded in academic instruction to inform the stimulus conditions that influence stereotypy.