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TWO ENVIRONMENTAL MODIFICATION OF PROBLEM CHILD BEHAVIOR

问题儿童行为的两种环境改变

基本信息

批准号：
3374823
负责人：
DONALD M BAER
金额：
$ 16.57万
依托单位：
UNIVERSITY OF KANSAS LAWRENCE
依托单位国家：
美国
项目类别：
财政年份：
1978
资助国家：
美国
起止时间：
1978-12-01 至 1988-11-30
项目状态：
已结题

项目摘要

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.

在该修改后的申请中，提出了一项研究计划，用于一种特殊的问题儿童群体：表现出行为障碍的儿童，学习延迟和社会交往问题严重到会危及到正常公立学校课堂的顺利安排该计划的先前研究已经开发了一套强大的在特殊学前班和随后的学前教育中适用的程序孩子们在公立学校的位置这些程序已经成功在产生可接受的课堂行为方面，那里教授的认知技能和适当的同伴互动。然而这些关键技能的推广和维护有时有问题因此，目前的研究建议集中在以下问题上：概括--这些问题的产生、推广和维护儿童的行为跨越设置，时间，行为，同伴和教师。将在2010年12月20日至2011年12月31日期间，同行调解干预论坛。有人建议，一般化可以表示直接环境支持的实例（例如作为同伴强化）;支持有时是微妙的，易于观察。本研究计划旨在调查同行调解干预的有效性和潜在的强大同伴在儿童的一般化中可能提供的支持形式行为研究建议，以确定为什么同行调解干预工作，当他们这样做;为什么他们影响的变化，在同行谁监测，以及在受监控的同行;以及同行如何、何时以及在何处提供支持，彼此的行为改变。这些问题的具体内容是它本身就很重要，可能有助于澄清和在同侪互动和干预方面进行分析。此外，本发明还提供了一种方法，像这样的问题可以有一个重要的理论功能，研究行为变化的泛化和维持。他们可能揭示了一系列直接的环境支持，是一个直接支持的过程;如果是这样，泛化的概念将不再需要更精细，更少的吝啬，更少的可验证理论解释。总之，提出了六项研究-每一项研究在临床上和理论上都是有用的与分析和理解概括有关，同侪调解