{"title":"消失的问题","authors":"A. Harrop","doi":"10.1017/S2041348300015718","DOIUrl":null,"url":null,"abstract":"The applications of behaviour modification techniques in schools have undergone many changes in recent years. The original model of one or two disruptive pupils in a class being treated by the teacher, whilst independent observers recorded the changes in behaviour, has been considerably widened. The kinds of behaviour selected for treatment, the number of pupils involved, the types of contingencies managed, and the methods of recording have all become diversified; and this diversification has been facilitated by the emergence of more complex designs, which complement the original design of BASELINE, TREATMENT and REVERSAL.","PeriodicalId":385843,"journal":{"name":"B.A.B.P. bulletin","volume":"85 11","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1977-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The Vanishing Problem\",\"authors\":\"A. Harrop\",\"doi\":\"10.1017/S2041348300015718\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The applications of behaviour modification techniques in schools have undergone many changes in recent years. The original model of one or two disruptive pupils in a class being treated by the teacher, whilst independent observers recorded the changes in behaviour, has been considerably widened. The kinds of behaviour selected for treatment, the number of pupils involved, the types of contingencies managed, and the methods of recording have all become diversified; and this diversification has been facilitated by the emergence of more complex designs, which complement the original design of BASELINE, TREATMENT and REVERSAL.\",\"PeriodicalId\":385843,\"journal\":{\"name\":\"B.A.B.P. bulletin\",\"volume\":\"85 11\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1977-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"B.A.B.P. bulletin\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1017/S2041348300015718\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"B.A.B.P. bulletin","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1017/S2041348300015718","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The applications of behaviour modification techniques in schools have undergone many changes in recent years. The original model of one or two disruptive pupils in a class being treated by the teacher, whilst independent observers recorded the changes in behaviour, has been considerably widened. The kinds of behaviour selected for treatment, the number of pupils involved, the types of contingencies managed, and the methods of recording have all become diversified; and this diversification has been facilitated by the emergence of more complex designs, which complement the original design of BASELINE, TREATMENT and REVERSAL.
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