TWO ENVIRONMENTAL MODIFICATION OF PROBLEM CHILD BEHAVIOR

在这份修改后的申请中，提出了一项特殊的研究计划 问题儿童群体：那些表现出品行障碍的人， 学习延迟和社交问题严重到 危及正常公立学校教室的成功安置。 之前在这个项目中的研究已经开发出一套强大的 在特殊学龄前班级及其后于 孩子们在公立学校的入学安排。这些程序已经成功 在产生可接受的课堂行为方面，定期改进 在那里教授认知技能和适当的同龄人互动。然而， 这些关键技能的推广和维护有时是 这是个问题。因此，目前的研究建议侧重于以下问题 泛化--这些问题的产生、延伸和维护 不同环境、不同时间、不同行为、不同同伴、不同老师的儿童行为。 将在以下范围内对推广和维护进行分析 同行调解干预论坛。建议使用该实例 概括可以表示直接环境支持的实例(例如 作为同行的加强)；支持有时是微妙的，但并不总是 容易观察到的。这项研究计划建议调查 同伴干预的有效性和潜在的强大 同伴可提供的支持形式在推广儿童的 行为。 建议进行研究，以确定同伴调解干预为什么有效，何时 它们确实如此；为什么它们会影响监视的对等点以及 受监控的对等点；以及对等点如何、何时、何地提供支持 彼此的行为会发生变化。这些问题的具体内容是 本身就很重要，作为对清晰度和 在同伴互动和干预领域的分析。此外, 像这样的问题可以在 行为变化的泛化和维护研究。他们可能会 发现一系列直接的环境支持，很可能证明 是一个直接得到支持的进程；如果是这样的话，推广的概念将 不再需要更详细、更节俭、更难验证 理论上的解释。 总之，提出了六项研究--每项研究在临床上都是有用的，在理论上都是有用的 与分析和理解泛化和 同行调解。

In this amended application a research program is proposed for a special population of problem children: those who exhibit conduct disorders, learning delays, and problems of social interaction severe enough to jeopardize a successful placement in normal public school classrooms. Previous research in this program has developed a set of powerful procedures to be applied in special preschool classes and subsequently in the children's public school placements. These procedures have succeeded in producing acceptable classroom behavior, regular improvements in the cognitive skills taught there and appropriate peer interaction. Yet the generalization and maintenance of these critical skills has sometimes been problematic. Thus the current research proposal focuses on problems of generalization--the production, extension and maintenance of these problem childrens' behavior across settings, time, behaviors, peers, and teachers. An analysis of generalization and maintenance will be conducted within the forum of peer-mediated interventions. It is suggested that instance of generalization may represent instance of direct environmental support (such as peer reinforcement); support that is sometimes subtle and not always readily observed. This research program proposes to investigate the effectiveness of peer-mediated interventions and the potentially powerful forms of support that peers may provide in the generalization of children's behavior. Studies are proposed to determine why peer-mediated intervention work, when they do; why they effect changes in the peers who monitor as well as in the peers who are monitored; and how, when and where peers provide support for one another's behavior change. The specific content of these questions is important in its own right, as a potential contribution to clarity and analysis in the area of peer interaction and intervention. In addition, questions like these can have an important theoretical function in the study of generalization and maintenance of behavior change. They may uncover a set of direct environmental supports for what may well prove to be a directly supported process; if so the concept of generalization will no longer require more elaborate, less parsimonious, and less verifiable theoretical explanations. In sum, six studies are proposed--each clinically useful and theoretically relevant to an analysis and understanding of generalization and peer-mediation.