文章基本信息

标题：EMBEDDED PROMPTING MAY FUNCTION AS EMBEDDED PUNISHMENT: DETECTION OF UNEXPECTED BEHAVIORAL PROCESSES WITHIN A TYPICAL PRESCHOOL TEACHING STRATEGY
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作者：Nicole A Heal ; Gregory P Hanley
期刊名称：Journal of Applied Behavior Analysis
印刷版ISSN：0021-8855
电子版ISSN：1938-3703
出版年度：2011
卷号：44
期号：1
页码：127-131
DOI：10.1901/jaba.2011.44-127
语种：English
出版社：University of Kansas - Dept Human Development
摘要：This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4-year-old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent-chains arrangement, respectively. The strategy that involved the most teacher direction was most efficacious and preferred. In addition, embedded teacher prompts, common in child-led teaching procedures, functioned as a punisher for the child's toy play. Implications for designing effective and preferred teaching conditions are discussed.
关键词：concurrent-chains arrangement; embedded teaching; punishment; teacher directedness