Generalization of an Adolescent's Social Interaction Behavior via Multiple Peers in a Classroom Setting.
作者： Michael P. Brady , Richard E. Shores , Phil Gunter , Mary A. McEvoy , James J. Fox
DOI: 10.1177/154079698400900405
关键词: Generalization (learning) 、 Social relation 、 Social psychology 、 Peer relationships 、 Social skills 、 Autism 、 Multiple baseline design 、 Psychology 、 Interpersonal competence 、 Developmental psychology
摘要: This study examined the effects of training an adolescent with autism to initiate nonhandicapped children who were sequentially introduced training. Using a multiple baseline design across peers, subject's rate social initiations and percentage time spent in continuous, spontaneous interactions both nontraining peers examined. Results indicated that increased introduction second peer. also across-peer generalization was more evident after third peer continued even cessation tactics. The findings contribute emerging data base indicating sequential is effective means promoting newly acquired behavior.
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