自然教学策略：自闭症干预的PRT技术
Analysis of Naturalistic Instruction Strategy—PRT
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摘要: 作为一种自然教学策略, 关键反应训练技术(PRT技术)的有效性得到广泛验证, 如可提高自闭症儿童社会交往、语言沟通能力、游戏能力、共同注意与学业成绩等。PRT技术以游戏为基础, 以关键反应为目标, 瞄准自闭症儿童的核心障碍, 产生最大最快的干预效果, 使自闭症儿童回归到正常发展轨道。PRT技术在实践中坚持若干提高自闭症儿童动机和促进其多线索反应能力的原则。PRT色含前件、行为和结果中的多种要素。该技术可以在家庭、学校、社区生活环境中实施。1) Centers for Diseases Control and Prevention：http://www.cdc.gov/Features/CountingAutism/, 2012-09-18.2) Thorp D M, Stahmer A C, Schreibman L.Effects of sociodramatic play training on children with autism.Journal of Autism and Developmental Disorders, 1995, 25(3):265-282.3) Laski K E, Charlop M H, Schreibman L.Training parents to use the Natural Language Paradigm to increase their autistic children's speech.Journal of Applied Behavior Analysis, 1988, 21:391-400.4) Schreibman L, Kaneko W M, Koegel R L.Positive affect of parents of autistic children:A comparison across two teaching techniques.Behavior Therapy, 1991, 22(4):479-490.5) Autism National Research Council.Educating children with autism, Committee on Educational Interventions for Children with Autism, Catherine Lord and James P.McGee, eds.Division of Behavioral and Social Science and Education.N.W., Washington, DC, National Academies Press, 2001.6) Schreibman L, Stahmer A C, Pierce K L.Alternative Applications of Pivotal Response Training:Teaching Symbolic Play and Social Interaction Skills.Positive Behavioral Support:Including People with Difficult Behavior in the Community.Baltimore, MD:Paul H.Brookes Publishing Co, 1996:353-371.7) Koegel R L, Schreibman L, Good A, et al.How to Teach Pivotal Behaviors to Children with Autism:A Training Manual.Santa Barbara:University of California, 1989:104-107.8) Schreibman L E.The Science and Fiction of Autism.Cambridge, MA:Harvard University Press, 2009:147-148.9) Rocha M L, Schreibman L, Stahmer A C.Effectiveness of training parents to teach joint attention in children with autism.Journal of Early Intervention, 2007, 29(2):154-172.10) Koegel R L, Kern Koegel L.Pivotal Response Treatments for Autism:Communication, Social, and Academic Development.Baltimore, MD:Paul H.Brookes Publishing Co, 2006:6.11) Simpson R L.Evidence-based practices and students with autism spectrum disorders.Focus on Autism and Other Developmental Disabilities, 2005, 20(3):140-149.12) PRT在大量文献中以“Pivotal Response Training”、“Pivotal Response Teaching”、“Pivotal Response Treatment”、“Pivotal Behavior Training”、“Pivotal Behavior Treatment”、“Pivotal Behavior Teaching”与读者见面, 含义均一致.13) Mesibov G B, Shea V, Schopler E.The TEACCH Approach to Autism Spectrum Disorders.New York:Springer, 2004.201-214.14) Smith T.Discrete trial training in the treatment of autism.Focus on Autism and Other Developmental Disabilities, 2001, 16(2):86-92.15) Koegel R L, Dyer K, Bell L K.The influence of child‐preferred activities on autistic children's social behavior.Journal of Applied Behavior Analysis, 1987, 20(3):243-252.16) Koegel R L, Schreibman L.Teaching autistic children to respond to simultaneous multiple cues.Journal of Experimental Child Psychology, 1977, 24(2):299-311.17) Schreibman L, Kaneko W M, Koegel R L.Positive affect of parents of autistic children:A comparison across two teaching techniques.Behavior Therapy, 1991, 22(4):479-490.18) Schreibman L, Stahmer A C, Pierce K L.Alternative Applications of Pivotal Response Training:Teaching Symbolic Play and Social Interaction Skills.Positive Behavioral Support:Including People with Difficult Behavior in the Community.Baltimore, MD:Paul H.Brookes Publishing Co, 1996:353-371.19) Whalen C, Schreibman L.Joint attention training for children with autism using behavior modification procedures.Journal of Child Psychology and Psychiatry, 2003, 44(3):456-468.20) Schreibman L, Charlop M H, Koegel R L.Teaching autistic children to use extra-stimulus prompts.Journal of Experimental Child Psychology, 1982, 33:475-491.21) Stahmer A C, Suhrheinrich J, Reed S, et al.Classroom Pivotal Response Teaching for Children with Autism.New York:The Guilford Press, 2011:146.22) Koegel RL, Tran Q, Mossman A, Koegel LK.Incorporating motivational procedures to improve homework performance.In Koegel R L, Kern Koegel L(Eds.), Pivotal Response Treatments for Autism.Baltimore, MD:Brookes Publishing Co, 2006:81-91.23) Schreibman L E.The Science and Fiction of Autism.Cambridge, MA:Harvard University Press, 2009:159-160.24) Schreibman L, Charlop M H, Koegel R L.Teaching autistic children to use extra-stimulus prompts.Journal of Experimental Child Psychology, 1982, 33:475-491.25) Autism Society of American：http://www.autism-society.org, 2012-3-17.26) Schreibman L, Winter J.Behavioral intervention therapies.The Exceptional Parent, 2003, 33:64–69, 71..27) Rogers S J, Dawson G.Early start Denver model for young children with autism:Promoting language, learning, and engagement.New York:Guilford Press, 2010:23-24.28) Schreibman L E.The Science and Fiction of Autism.Cambridge, MA:Harvard University Press, 2009:7.29) Koegel L K, Koegel R L.Motivating communication in children with autism.In Schopler E, Mesibov G B(Eds.), Learning and Cognition in Autism, New York:Plenum, 1995:73-87.30) Koegel R L, Kern Koegel L.Pivotal Response Treatments for Autism:Communication, Social, and Academic Development.Baltimore, MD:Paul H.Brookes Publishing Co, 2006:4.31) Koegel R L, Egel A L.Motivating autistic children.Journal of Abnormal Psychology, 1979, 88:418–426.32) Schreibman, L.Autism.Newbury Park, CA:Sage. Publications:1988:92.33) Stahmer A C.Teaching symbolic to children with autism using pivotal response training.Journal of Autism and Developmental Disorders, 1995, 25:123-141.34) Schreibman L, Stahmer A C, Pierce K L.Alternative Applications of Pivotal Response Training:Teaching Symbolic Play and Social Interaction Skills.Positive Behavioral Support:Including People with Difficult Behavior in the Community.Baltimore, MD:Paul H.Brookes Publishing Co, 1996:353-371.35) Koegel R L, Schreibman L, Good A, et al.How to Teach Pivotal Behaviors to Children with Autism:A Training Manual.Santa Barbara:University of California, 1989:104-107.36) Ivar Lovaas O, Smith T.A comprehensive behavioral theory of autistic children:Paradigm for research and treatment.Journal of Behavior Therapy and Experimental Psychiatry, 1989, 20(1):17-29.37) Humphries T L.Effectiveness of pivotal response training as a behavioral intervention for young children with autism spectrum disorders, Bridges.2003, 2(4):1-9.38) Schreibman L, Charlop M H, Koegel R L.Teaching autistic children to use extra-stimulus prompts.Journal of Experimental Child Psychology, 1982, 33:475-491.39) Schreibman L, Stahmer A C, Pierce K L.Alternative Applications of Pivotal Response Training:Teaching Symbolic Play and Social Interaction Skills.Positive Behavioral Support:Including People with Difficult Behavior in the Community.Baltimore, MD:Paul H.Brookes Publishing Co, 1996:353-371.40) Koegel R, Schreibman L.Teaching autistic children to respond to simultaneous multiple cues.Journal of Experimental Child Psychology, 1977, 24:299–311.41) Rogers S J, Dawson G.Early start Denver model for young children with autism:Promoting language, learning, and engagement.New York:Guilford Press, 2010:23-24.42) Lovaas O I, Koegel R, Simmons J Q, et al.Some generalization and follow-up measures on autism children in behavior therapy.Journal of Applied Behavior Analysis, 1973, 6(1):131-165.43) Koegel R L, Williams J A.Direct versus indirect response-reinforcer relationships in teaching autistic children.Journal of Abnormal Child Psychology, 1980, 8:537–547.44) Koegel R L, Frea W D.Treatment of social behavior in autism through the modification of pivotal social skills.Journal of Applied Behavior Analysis, 1993, 26(3):369-377.45) Mundy P, Stella J.Joint attention, social orienting, and nonverbal communication in autism.Autism spectrum disorders:A Transactional Developmental Perspective, 2000, 9:55-77.46) Schreibman L E.The Science and Fiction of Autism.Cambridge, MA:Harvard University Press, 2009:145-157.47) Koegel R L, Koegel L, Carter C M.Pivotal teaching interactions for children with autism.School Psychology Review, 1999, 28(4):576-594.48) Koegel R, Schreibman L.Teaching autistic children to respond to simultaneous multiple cues.Journal of Experimental Child Psychology, 1977, 24:299–311.49) Churchill D W.Effects of success and failure in psychotic children.Archives of General Psychiatry, 1971, 25:208–214.50) Koegel R L, Schreibman L, Good A, et al.How to Teach Pivotal Behaviors to Children with Autism:A Training Manual.Santa Barbara:University of California, 1989:104-107.51) Schreibman L, Stahmer A C, Pierce K L.Alternative Applications of Pivotal Response Training:Teaching Symbolic Play and Social Interaction Skills.Positive Behavioral Support:Including People with Difficult Behavior in the Community.Baltimore, MD:Paul H.Brookes Publishing Co, 1996:353-371.52) Lovaas O I.Behavioral treatment and normal educational and intellectual functioning in young autistic children.Journal of Consulting and Clinical Psychology, 1987, 55(1):3-9.53) Dunlap G.The influence of task variation and maintenance tasks on the learning and affect of autistic children.Journal of Experimental Child Psychology, 1984, 37:41–64.54) Lovaas O I, Koegel R L, Schreibman L.Stimulus over selectivity in autism:A review of research.Psychological Bulletin, 1979, 86:1236 –1254.55) Koegel R L, Egel A L.Motivating autistic children.Journal of Abnormal Psychology, 1979, 88:418–426.56) Simpson R L.Autism Spectrum Disorders:Intervention and Treatments for Children and Youth.Thousand Oaks, CA:Corwin Press.2005:67-69.57) Schreibman L, Stahmer A C, Pierce K L.Alternative Applications of Pivotal Response Training:Teaching Symbolic Play and Social Interaction Skills.Positive Behavioral Support:Including People with Difficult Behavior in the Community.Baltimore, MD:Paul H.Brookes Publishing Co, 1996:353-371.58) National Autism Center.http://www.nationalautismcenter.org:2012-9-25.59) Stahmer A C, Suhrheinrich J, Reed S, et al.Classroom Pivotal Response Teaching for Children with Autism.New York:The Guilford Press, 2011:145.60) Delprato D J.Comparisons of discrete-trial and normalized behavioral language intervention for young children with autism.Journal of Autism and Developmental Disorders, 2001, 31(3):315-325.61) Pierce K L, Schreibman L.Increase complex social behavior in children with autism:Effect of peer-implemented pivotal response training.Journal of Applied Behavior Analysis, 1995, 28:285-295.62) Koegel R L, Kern Koegel L.Pivotal Response Treatments for Autism:Communication, Social, and Academic Development.Baltimore, MD:Paul H.Brookes Publishing Co, 2006.63) Koegel L K, Carter C M, Koegel R L.Teaching children with autism self-initiations as a pivotal response.Topics in Language Disorders, 2003, 23(2):134-145.
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关键反应训练(PRT)的要素 前件
(Antecedent)行为
(Behavior)结果
(Consequence)1.学生的注意
2.清楚合适的指导
3.容易与困难任务(保持与新学)
4.主动权共享(学生的选择与轮换)
5.多线索(扩大注意)看：学生的行为 直接性强化
强化尝试(与训练目标方向努力)
关联性强化(立即与合适)
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