Behavior analytic approach for enhancing social behavior of visually handicapped children with developmental disability.

视障儿童由于缺乏视觉刺激，学习动机不高，对社会行为的观察性学习有很大的限制。由于美国盲人学校广泛采用的社会技能训练是一种分立的方法，对发育障碍儿童适当的社会行为的维持和推广还存在许多问题。本研究旨在揭示(1)基于附带教学法的改良社会技能训练对盲校视障小学生的应用行为分析干预，(2)社会互动的启动，本研究采用的行为干预方案对提高视发育障碍儿童的社会行为有显著的效果。这些结果表明，有必要对这些儿童的社会行为进行早期支持计划。

Visually handicapped children are not highly motivated because of the lack of visual stimulus, and have a wide range of restriction for observational learning of social behavior. As the social skills training, widely used in the School for the Blind of the United States of America, is the discrete approach, it remains a lot of problems for maintaining and generalizaion of appropriate social behavior of developmentally disabled children.The present study was conducted to reveal the effects of (1)the applied behavior analytic intervention of modified social skills training for the visually handicapped pupil of the School for the Blind based on incidental teaching method, (2)the initiation of social interaction, and (3)the peer mediated program for the visually handicapped pupil with developmentally disability in the regular school.The behavioral intervention program used in this study revealed significant effects in enhancing social behavior of visually and developmentally handicapped children. These results suggested the necessity of early support plans for those children's social behaviors.