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Experimental analysis of differing levels of treatment integrity and treatment agent competence on differential reinforcement of other behavior (DRO) for problem behaviors.

机译:不同级别的处理完整性和处理剂能力对问题行为的其他行为(DRO)的差异增强的实验分析。

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摘要

The present study analyzed the effects of differing levels of treatment integrity (i.e., Low, Moderate, and High integrity) and treatment agent competence on Differential Reinforcement of Other Behavior (DRO) intervention success. Nine participants were included in the study. Two different behavioral challenges were targeted (i.e., tantrum and aggression). The experimental design employed was a single-subject, multi-element design where each subject received exposure to all three of the treatment integrity levels. Treatment agent competence was assessed on a seven-point Likert scale throughout the experimental conditions. Results showed that high levels of integrity were superior to moderate and low levels of integrity for all participants. Second, for three of the subjects, low and moderate levels of integrity had a deleterious effect of problem behavior. For three subjects low and moderate levels of treatment integrity reduced problem behavior to frequencies lower than baseline. No effect was found for treatment agent competence. Therefore, no interaction effect was found between treatment integrity and treatment agent competence. Interpretation of the results, limitations of the present study, implications for current practice in applied behavior analysis, and suggestions for future research are discussed.
机译:本研究分析了不同水平的治疗完整性(即低,中和高完整性)和治疗药物能力对其他行为差异强化(DRO)干预成功的影响。九名参与者被纳入研究。针对两个不同的行为挑战(即发脾气和侵略)。所采用的实验设计是单受试者,多元素的设计,其中,每个受试者均接受全部三个治疗完整性水平的暴露。在整个实验条件下,用七分李克特量表评估治疗剂的能力。结果表明,对于所有参与者,高水平的诚信度都优于中度和低水平的诚信度。其次,对于其中的三个受试者,低和中度的诚信度对问题行为具有有害影响。对于三名受试者,中低水平的治疗完整性将问题行为降低到低于基线的频率。没有发现治疗剂能力的影响。因此,在治疗完整性和治疗剂能力之间没有发现相互作用的作用。讨论了结果的解释,本研究的局限性,对应用行为分析中当前实践的启示以及对未来研究的建议。

著录项

  • 作者

    Lubbers, John Randolph.;

  • 作者单位

    University of California, Riverside.;

  • 授予单位 University of California, Riverside.;
  • 学科 Educational psychology.;Behavioral psychology.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 126 p.
  • 总页数 126
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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