| Popis: |
Twenty-five teachers of socially withdrawn children were assigned to an experimental or a no-treatment control group. All teachers in experimental groups were trained to increase the frequency of prosocial behaviors using symbolic modeling, adult social reinforcement, individual contingencies, and a combination of individual and group consequences. Multiple measures of withdrawal were obtained prior to, during, and following treatment for target children, untreated controls, and normal peers. Baseline was interrupted by a high-demand procedure to determine if teachers could produce improvement prior to formal training. Treatment and, to a lesser degree, the demand procedure, produced a significant increase in peer interaction. This effect persisted through a brief follow-up period. At follow-up, treated children were more sociable than untreated controls and no longer differed from normal peers. |
