USING MULTIPLE-EXEMPLAR TRAINING TO TEACH A GENERALIZED REPERTOIRE OF SHARING TO CHILDREN WITH AUTISM

DENISE MARZULLO-KERTH, SHARON A. REEVE, AND KENNETH F. REEVECALDWELL COLLEGE

AND

DAWN B. TOWNSENDINSTITUTE FOR EDUCATIONAL ACHIEVEMENT

Prosocial behavior　

利社會行為廣義的是指對社會有積極影響的行為，狹義的是能夠增進團體或他人利益的行為。如合作、助人、慈善捐贈、分享、支持、慷慨、同情、安慰及利他行為。

share verbally (e.g., ‘‘here you go’’), physically (e.g., handing a toy), or both.

pecific components of sharing responses: offers, requests, and acceptances.

autism often display especially marked impairments in sharing

教導自閉症兒童學分享

在不同的地方，與不同的同伴分享玩具/其他東西

Multiple-exemplar training多重範例教學

children were taught to share items from multiple classes of materials (art materials, snack foods, toys, and gym materials)

不同類型的材料、不同環境

使用視頻示範和提示矯正錯誤

teaching preschool children to share verbally (e.g., ‘‘here you go’’), physically (e.g., handing a toy), or both.

Multiple-exemplar training多重範例教學

each participant also demonstrated the prereq- uisite verbal skills needed to make the target vocal responses used in the present study (e.g., ‘‘Want to try it?’’ ‘‘You try it’’), displayed correct imitation of various verbal and motor responses using both in vivo and video models, and followed simple directions to engage in specified activities.

不同人、不同材料、不同環境

children were taught to share items from multiple classes of materials (art materials, snack foods, toys, and gym materials),

採用視頻示範和提示矯正錯誤

displayed correct imitation of various verbal and motor responses using both in vivo and video models, and followed simple directions to engage in specified activities.

Materials used included modeling clay, crayons, stamps, jump rope, balls, puppets, pretend food, blocks, small plastic animals, books, cars, and snacks.材料包括粘土，蜡笔，邮票，跳绳，球，木偶，玩具食物，积木，小塑料动物，书籍，汽车和零食。

分享性的语言：来一个？给你。想玩吗？这里。

For example, one of Steven’s video models depicted a peer coloring with crayons who asked, ‘‘Do you want to try?’’ in response to the approach of the second peer.

贴珠子的时候，旁邊有小朋友在看，可以問：你想試一下嗎？

�

有些東西和活動能和別人一起分享/進行，有些事情要自己獨立完成

when children interact with multiples of the same item, they may be more likely to share that item because others are still in their possession. In contrast, interaction with only one item may make it less likely that the item will be shared, because sharing would involve total removal of the item.