Evaluating functions of praise for children diagnosed with autism spectrum disorder

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Corina Jimenez-Gomez, Courtney Hannula, Ashley P. Liggett, Samuel Shvarts, Christopher A. Podlesnik
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引用次数: 0

Abstract

We assessed whether novel praise statements could be used to (a) maintain and increase responses with existing reinforcement histories and (b) teach a previously untaught response among children diagnosed with autism spectrum disorder across two experiments. During response–stimulus pairing, two responses resulted in preferred edibles but only one also produced a praise statement. In the absence of edibles, the response continuing to produce praise tended to persist more. Next, reversing the praise contingency tended to increase the other response. However, in no case did contingent delivery of those same praise statements result in the acquisition of untaught responses. These findings suggest that conditioning praise statements could serve different functions (antecedent or consequence) depending on the reinforcement history for particular responses.

评估表扬对被诊断患有自闭症谱系障碍的儿童的作用。
我们通过两项实验评估了新颖的表扬语句是否可用于:(a) 维持和增加已有强化历史的反应;(b) 在诊断为自闭症谱系障碍的儿童中教授以前未教授过的反应。在反应-刺激配对过程中,有两个反应会产生首选食料,但只有一个反应会产生表扬语句。在没有食物的情况下,继续产生表扬的反应往往更持久。接下来,颠倒表扬条件往往会增加另一个反应。然而,在任何情况下,或然性表扬语句都不会导致获得未经教导的反应。这些研究结果表明,根据特定反应的强化历史,条件化表扬语句可以发挥不同的功能(前因或后果)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of applied behavior analysis
Journal of applied behavior analysis PSYCHOLOGY, CLINICAL-
CiteScore
5.80
自引率
20.70%
发文量
61
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