Amaliy xatti-harakatlar tahlili: Versiyalar orasidagi farq

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9-Fevral 2023, 11:59 dagi koʻrinishi

Amaliy xulq-atvor tahlili ( ABA ), shuningdek, xulq-atvor muhandisligi deb ataladi, [1] [2] ijtimoiy ahamiyatga ega xatti-harakatni o'zgartirish uchun respondent va operant konditsionerlik tamoyillariga asoslangan empirik yondashuvlarni qo'llaydigan psixologik aralashuvdir . [3] Bu xulq-atvor tahlilining amaliy shaklidir; boshqa ikki shakl - radikal bixeviorizm (yoki fan falsafasi) va xatti-harakatlarning eksperimental tahlili (yoki asosiy eksperimental laboratoriya tadqiqotlari). [3] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Amaliy xatti-harakat tahlili nomi xatti-harakatni o'zgartirish o'rnini egalladi, chunki oxirgi yondashuv xatti-harakatlarning atrof-muhit o'zaro ta'sirini aniqlamasdan xatti-harakatni o'zgartirishga harakat qilishni taklif qildi. Bundan farqli o'laroq, ABA birinchi navbatda maqsadli xatti-harakatlar va atrof-muhit o'rtasidagi funktsional munosabatlarni baholash orqali xatti- harakatni o'zgartiradi. [4] [5] [6] Bundan tashqari, yondashuv ko'pincha g'ayritabiiy xatti-harakatlar uchun ijtimoiy jihatdan maqbul alternativlarni ishlab chiqishga intiladi. [6] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Garchi xizmat ko'rsatuvchi provayderlar autizmni davolashga ixtisoslashgan bo'lsa-da, [7] ABA bir qator boshqa sohalarda ham qo'llanilgan, [8] maktab miqyosida ijobiy xulq-atvorni qo'llab-quvvatlash, sinfda o'qitish, autizm uchun tuzilgan va tabiiy erta xatti-harakatlar aralashuvi, bolalarni oziqlantirish terapiyasi, miya shikastlanishini reabilitatsiya qilish, [9] demans, fitnes mashg'ulotlari, maslahatlar, giyohvand moddalarni suiiste'mol qilish, fobiyalar, tiklar va tashkiliy xatti-harakatlarni boshqarish . Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

ABA munozarali, ayniqsa autizm huquqlari harakati a'zolari uchun bir qator sabablarga ko'ra. [10] ABA qabul qilish o'rniga normallikni ta'kidlaydi, degan fikr bor va ABA va uning o'tmishdoshlarining ba'zi versiyalarida elektr toki urishi kabi oldini olish vositalaridan foydalanish tarixi mavjud. [11] [12] [13] [14] ABA nisbatan zaif dalillar bazasi tufayli ham bahsli. [15] [16] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Ta'rif

ABA - bu xatti-harakatlarda kuzatiladigan o'zgarishlarni keltirib chiqaradigan protseduralarni ishlab chiqishga bag'ishlangan amaliy fan. [3] U asosiy eksperimental laboratoriya tadqiqotlariga qaratilgan xulq-atvorning eksperimental tahlilidan ajralib turishi kerak [8], lekin u bunday tadqiqotlar tomonidan ishlab chiqilgan printsiplardan, xususan operant konditsionerlik va klassik konditsionerlikdan foydalanadi. Xulq-atvor tahlili radikal bixeviorizm nuqtai nazarini qabul qiladi, fikrlar, his-tuyg'ular va boshqa yashirin faoliyatni ochiq javoblar bilan bir xil qoidalarga bo'ysunadigan xatti-harakatlar sifatida ko'rib chiqadi. Bu xulq-atvorni o'zgartirish tartib-qoidalarini ochiq-oydin xulq-atvor bilan cheklaydigan uslubiy bixeviorizmdan uzoqlashishni anglatadi va xulq-atvorni o'zgartirishning kontseptual asosi edi. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Xulq-atvor tahlilchilari, shuningdek, xulq-atvor haqidagi fan ijtimoiy fandan farqli ravishda tabiiy fan bo'lishi kerakligini ta'kidlaydilar. [17] Shunday qilib, xulq-atvor tahlilchilari "gipotetik konstruksiyalar" ga murojaat qilmasdan, xulq-atvorning atrof-muhit bilan kuzatilishi mumkin bo'lgan aloqasiga, shu jumladan oldingi va oqibatlariga e'tibor qaratadilar. [18] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Tarix

Qoʻshimcha maʼlumotlar: Radical behaviorism, Experimental analysis of behavior, Behavior modification, Operant conditioning, B. F. Skinner, Charles Ferster, Nathan Azrin, Jack Michael, va Donald M. Baer

ABA ning boshlanishi Teodoro Ayllon va Jek Mayklning "Psixiatriya hamshirasi xulq-atvor muhandisi sifatida" (1959) tadqiqotida, ular "Xulq-atvorning eksperimental tahlili" jurnalida (JEAB) nashr etilgan. Ayllon va Maykl psixiatriya shifoxonasi xodimlarini shizofreniya va aqliy zaiflik bilan og'rigan bemorlar uchun operativ konditsionerlik tamoyillariga asoslangan token iqtisodidan qanday foydalanishni o'rgatishdi [2], bu Kanzas universiteti tadqiqotchilariga Journal of Applied of Applied jurnalini boshlashga olib keldi. Xulq-atvor tahlili (JABA) 1968. [19] [20] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Donald Baer, Sidney W. Bijou, Bill Xopkins, Jey Birnbrauer, Todd Risley va Montrose Wolf kabi Vashington universiteti tadqiqotchilari guruhi [21] [22] bolalarning xatti-harakatlarini boshqarish uchun xatti-harakatlarni tahlil qilish tamoyillarini qo'llashdi. va voyaga etmaganlar hibsxonalarida o'smirlar va korxonalarda to'g'ri tuzilma va boshqaruvni talab qiladigan xodimlarni tashkil qilish . 1968 yilda Baer, Biju, Risli, Birnbrauer, Wolf va Jeyms Sherman Kanzas universitetining Inson taraqqiyoti va oila hayoti bo'limiga qo'shilishdi va u erda Amaliy xatti-harakatlar tahlili jurnaliga asos solishdi. [23] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Vashington universitetining taniqli aspirantlari orasida Robert Uoller, Jeyms Sherman va Ivar Lovaas bor. [19] [23] Lovaas Kaliforniya universitetida, Los-Anjelesda dars berayotganda UCLA Young Autism loyihasini yaratdi. 1965 yilda Lovaas muammoli xulq-atvorni qo'llab-quvvatlovchi oldingi holatlar va oqibatlarning kashshof tadqiqotini tavsiflovchi bir qator maqolalarni nashr etdi [24] va Charlz Ferster tomonidan og'zaki bo'lmagan bolalarni gapirishga o'rgatish uchun dastlab qo'llanilgan xatosiz o'rganish usullariga tayandi. Lovaas shuningdek, ijtimoiy (ikkilamchi) kuchaytirgichlardan qanday foydalanishni, bolalarni taqlid qilishga o'rgatish va tajovuzkorlik va hayot uchun xavfli o'z-o'zini shikastlashni kamaytirish uchun qanday aralashuvlar (shu jumladan elektr toki urishi) ishlatilishi mumkinligini tasvirlab berdi. [24] [25] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

1987 yilda Lovaas "Kichik autizmli bolalarda xulq-atvorni davolash va normal ta'lim va intellektual faoliyat" tadqiqotini nashr etdi. [19] Ushbu tadqiqotdagi eksperimental guruh xatosiz diskret sinov mashg'ulotlari (DTT) yordamida stolda 1: 1 o'qitish sharoitida haftasiga o'rtacha 40 soat oldi. [26] Davolash uyda ota-onalar ishtirokida amalga oshiriladi va o'quv dasturi ko'z bilan aloqa qilish, nozik va qo'pol motorli taqlid va tilni o'rgatish uchun juda individualdir. O'rganishni rag'batlantirish va istalmagan xatti-harakatlarni kamaytirish uchun qo'zg'atuvchi va mustahkamlashdan foydalanish ishlatilgan. [19] 1960-yillarda terapiyaning dastlabki rivojlanishi zarbalarni qo'llash va ovqatdan voz kechishni o'z ichiga olgan. [16] Bolalar ushbu tadqiqotga jalb qilingan vaqtga kelib, bunday tajovuzkor harakatlardan voz kechishdi va baland ovozda "yo'q" yoki songa shapaloq urish tajovuzkor va o'zini o'zi ogohlantiruvchi xatti-harakatlarni kamaytirish uchun oxirgi chora sifatida ishlatilgan. Ushbu tadqiqot natijalari shuni ko'rsatdiki, eksperimental guruhning 47 foizi (19 sentyabr) autizm tashxisini yo'qotdi va ular odatdagi o'smir tengdoshlaridan ajralib turolmaydilar. Bunga yordamsiz ta'lim berish va do'stlar orttirish va saqlash kiradi. Ushbu yutuqlar 1993 yilda "Autizmli bolalar uchun uzoq muddatli natijalar, erta intensiv xulq-atvorni davolash" tadqiqotida qayd etilganidek saqlanib qoldi. Lovaasning ishi 1999 yilda AQSh Bosh jarrohi tomonidan tan olindi va uning tadqiqotlari universitet va xususiy muassasalarda takrorlandi. [27] [28] "Lovaas usuli" erta intensiv xatti-harakatlar aralashuvi (EIBI) sifatida tanildi. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Yillar davomida “xulq-atvor tahlili” asta-sekin “xulq-atvorni o‘zgartirish”ni almashtirdi; ya'ni, oddiygina muammoli xatti-harakatni o'zgartirishga urinishdan boshlab, xulq-atvor tahlilchilari ushbu xatti-harakatning funktsiyasini, qanday mustahkamlash tarixini (ya'ni, e'tiborni izlash, qochish, hissiy stimulyatsiya va boshqalar) targ'ib qilish va saqlab qolish va uni qanday almashtirish mumkinligini tushunishga harakat qilishdi. muvaffaqiyatli xulq-atvor bilan. [6] Ushbu tahlil xulq-atvor funktsiyasini sinchkovlik bilan dastlabki baholashga va xatti-harakatlarning o'zgarishiga olib keladigan usullarni sinab ko'rishga asoslanadi. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

ABA autizm aralashuvi bilan uzviy bog'liq bo'lib tuyulsa-da, u boshqa ko'plab vaziyatlarda ham qo'llaniladi. JABAdagi so'nggi tadqiqotlarning diqqatga sazovor sohalari autizm, odatda rivojlanayotgan talabalar bilan sinfda o'qitish, bolalarda ovqatlanish terapiyasi [29] va moddalarni iste'mol qilish kasalliklarini o'z ichiga oladi. ABA ning boshqa ilovalari hayvonlarning amaliy xulq-atvori, iste'molchilarning xatti-harakatlarini tahlil qilish, xulq-atvor tibbiyoti, xulq-atvor nevrologiyasi, klinik xatti-harakatlar tahlili, xatti-harakatlarning sud-tibbiy tahlili, ish xavfsizligi va samaradorligini oshirish, maktab miqyosida ijobiy xatti-harakatlarni qo'llab-quvvatlash, [30] [31] [32] va kontakt desensitizatsiyasini o'z ichiga oladi. fobiyalar uchun. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Xususiyatlari

Baer, Wolf va Risleyning 1968 yildagi maqolasi [33] hali ham ABA ning standart tavsifi sifatida ishlatiladi. [20] [34] Unda ABA ning quyidagi ettita xususiyati keltirilgan. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

  • Amaliy : ABA o'rganilayotgan xatti-harakatlarning ijtimoiy ahamiyatiga e'tibor qaratadi. Masalan, amaliy bo'lmagan tadqiqotchi ovqatlanish xulq-atvorini o'rganishi mumkin, chunki bu tadqiqot metabolik jarayonlarni aniqlashtirishga yordam beradi, amaliy tadqiqotchi esa juda kam yoki juda ko'p ovqatlanadigan odamlarda ovqatlanish xatti-harakatlarini o'rganishi mumkin va bu xatti-harakatni maqbulroq bo'lishi uchun o'zgartirishga harakat qilishi mumkin. aloqador shaxslarga.
  • Xulq-atvor : ABA pragmatik; u qanday qilib odamni biror narsani samarali qilishga undash mumkinligini so'raydi. Bu savolga javob berish uchun xatti-harakatlarning o'zi ob'ektiv ravishda o'lchanishi kerak. Og'zaki tavsiflar tavsiflangan xatti-harakatlarning o'rnini bosuvchi sifatida emas, balki o'z-o'zidan xatti-harakatlar sifatida qaraladi.
  • Analitik : Xulq-atvor tahlili, agar tahlilchi maqsadli xatti-harakatlarni boshqaradigan voqealarni tushunsa va boshqara olsa, muvaffaqiyatli bo'ladi. Buni tadqiqotchi tegishli hodisalarni tartibga sola oladigan laboratoriyada qilish nisbatan oson bo'lishi mumkin, ammo amaliy vaziyatda bu har doim ham oson yoki axloqiy emas. [33] Baer va boshqalar. axloqiy me'yorlarga rioya qilgan holda nazoratni ko'rsatish uchun amaliy sharoitlarda qo'llanilishi mumkin bo'lgan ikkita usulni belgilang. Bular teskari dizayn va bir nechta asosiy dizayndir. Reversal dizaynda eksperimentator birinchi navbatda tanlangan xatti-harakatni o'lchaydi, aralashuvni kiritadi va keyin xatti-harakatni yana o'lchaydi. Keyin aralashuv olib tashlanadi yoki kamayadi va xatti-harakatlar yana o'lchanadi. Aralashuv shunday darajada samarali bo'ladiki, xatti-harakatlar o'zgaradi va keyin bu manipulyatsiyalarga javoban o'zgaradi. Qaytarib bo'lmaydigan xatti-harakatlar uchun bir nechta asosiy usuldan foydalanish mumkin. Bu erda bir nechta xatti-harakatlar o'lchanadi va keyin aralashuv har biriga o'z navbatida qo'llaniladi. Aralashuvning samaradorligi faqat aralashuv qo'llaniladigan xatti-harakatlarning o'zgarishi bilan namoyon bo'ladi.
  • Texnologik : Analitik tadqiqot tavsifi aniq va batafsil bo'lishi kerak, shuning uchun har qanday malakali tadqiqotchi uni aniq takrorlashi mumkin. [33] Kuper va boshqalar. Buni tekshirishning yaxshi usulini tasvirlab bering: Amaliy xatti-harakatlar tahlili bo'yicha o'qitilgan shaxs tavsifni o'qib chiqing va keyin protsedurani batafsil bajaring. Agar biror kishi xato qilsa yoki biron bir savol berishi kerak bo'lsa, tavsifni yaxshilash kerak. [20] [35]
  • Kontseptsiyaviy tizimli : Xulq-atvorni tahlil qilish shunchaki samarali choralar ro'yxatini keltirmasligi kerak. Aksincha, iloji boricha, bu usullar xulq-atvor tamoyillariga asoslangan bo'lishi kerak. Bunga nazariy jihatdan ahamiyatli atamalar, masalan, kerak bo'lganda "ikkilamchi mustahkamlash" yoki "xatosiz diskriminatsiya" qo'llanilishi yordam beradi.
  • Samarali : Analitik usullar nazariy jihatdan asoslangan bo'lishi kerak, ammo ular samarali bo'lishi kerak. Agar aralashuv amaliy foydalanish uchun etarlicha katta ta'sir ko'rsatmasa, tahlil muvaffaqiyatsizlikka uchraydi
  • Umumiylik : Xulq-atvor tahlilchilari odatda qo'llanilishi mumkin bo'lgan aralashuvlarga intilishlari kerak; usullar turli muhitlarda ishlashi, bir nechta o'ziga xos xatti-harakatlarga qo'llanilishi va uzoq muddatli ta'sirga ega bo'lishi kerak.

Boshqa tavsiya etilgan xususiyatlar

2005 yilda Heward va boshqalar. quyidagi besh xususiyatni qo'shish kerakligini taklif qildi: [36]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

  • Hisobdorlik : Hisobdor bo'lish, ABA o'z usullari samarali ekanligini ko'rsatishi kerakligini anglatadi. Buning uchun aralashuvlar ta'sirini qayta-qayta o'lchash (muvaffaqiyat, muvaffaqiyatsizlik yoki umuman ta'sir qilmaslik) va kerak bo'lganda ularning samaradorligini oshiradigan o'zgarishlarni kiritish kerak. [37]
  • Ommaviy : ABA usullari, natijalari va nazariy tahlillari nashr etilishi va tekshirish uchun ochiq bo'lishi kerak. Hech qanday yashirin muolajalar yoki mistik, metafizik tushuntirishlar yo'q.
  • Amalga oshirish mumkin : Umuman foydali bo'lishi uchun aralashuvlar o'qituvchilar, ota-onalar, terapevtlar yoki hatto o'z xatti-harakatlarini o'zgartirishni xohlaydiganlar bo'lishi mumkin bo'lgan turli shaxslar uchun mavjud bo'lishi kerak. To'g'ri rejalashtirish va o'qitish bilan ko'plab aralashuvlar kuch sarflashga tayyor bo'lgan deyarli har bir kishi tomonidan qo'llanilishi mumkin. [38]
  • Imkoniyatlarni oshirish : ABA amaliyotchiga aralashuv natijalari haqida fikr bildiruvchi vositalarni taqdim etadi. Bular klinisyenlarga ularning malaka darajasini baholash va ularning samaradorligiga ishonchni oshirish imkonini beradi. [39]
  • Optimistik : Bir nechta etakchi mualliflarga ko'ra , xulq-atvor tahlilchilari quyidagi sabablarga ko'ra o'zlarining sa'y-harakatlari ijtimoiy ahamiyatga ega ekanligiga optimistik qarashlariga sabab bo'ladi:
    • Xulq-atvor tahliliga ta'sir qiladigan xatti-harakatlar asosan o'rganish orqali aniqlanadi va atrof-muhitning boshqarilishi mumkin bo'lgan jihatlari bilan boshqariladi.
    • Amaliyotchilar to'g'ridan-to'g'ri va doimiy o'lchovlar orqali ish faoliyatini yaxshilashlari mumkin.
    • Amaliyotchi ijobiy natijalar bilan xulq-atvor usullarini qo'llaganligi sababli, ular kelajakdagi muvaffaqiyatga ko'proq ishonch hosil qiladi.
    • Adabiyotlarda ilgari o'rgatib bo'lmaydigan deb hisoblangan shaxslarni o'qitishda muvaffaqiyatga oid ko'plab misollar keltirilgan. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Autizmni davolashda foydalaning

ABA amaliyotchilarining aksariyati autizm bo'yicha ixtisoslashgan [7], ammo BCBA sertifikati autizm bo'yicha treningni talab qilmaydi. [40] ABA-ga asoslangan usullar ko'pincha adaptiv xatti-harakatlarga [41] o'rgatish yoki autizm bilan bog'liq xatti-harakatlarni kamaytirish uchun ishlatiladi, shuning uchun ABAning o'zi ko'pincha autizm terapiyasining sinonimi deb hisoblanadi. [8] 2007 yilgi maqolaga ko'ra, bu Amerika Pediatriya Akademiyasi tomonidan "qiyinchilikli xatti-harakatlarga aralashuv" samarali deb hisoblangan. [42] 2018 yilda Cochrane tomonidan davolash va nazoratni taqqoslagan beshta tadqiqotni ko'rib chiqish ABA ba'zi autizmli bolalar uchun samarali bo'lishi mumkinligini ko'rsatdi, ammo buning dalillari zaif ekanligini ta'kidladi. [43] Autizm uchun ABA davolashning samaradorligi diagnostika jiddiyligi, aralashuv yoshi va IQ bilan cheklanishi mumkin. [44] [45] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Samaradorlik

2020 yil uchun sharhlar

Jastin B. Leaf va boshqalar 2021 yilgi maqolada ABA tanqidlarini o'rganib chiqdi va ularga javob berdi. [46] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Bolaligida ABA dan o'tgan autistik kattalarni o'rganish bo'yicha ikkita tadqiqot natijalari shuni ko'rsatdiki, ko'pchilik ABA ni hayotlariga zararli ta'sir ko'rsatadi, deb hisoblashadi, garchi ko'pchilik ABA tadqiqotlari bilan umumiy bo'lsa-da, [47] [15] tadqiqotlar uslubiy muammolarga ega va tarafkashlik xavfi. [48] 2020 yilgi ikkita sharh shuni ko'rsatdiki, juda kam sonli tadqiqotlar mumkin bo'lgan zararlar haqida to'g'ridan-to'g'ri xabar bergan yoki tekshirilgan; Garchi ko'plab tadqiqotlar odamlarning nima uchun ulardan voz kechishini tahlil qilishda noxush hodisalarni eslatib o'tgan bo'lsa-da, salbiy natijalarni kuzatish yoki ma'lumotlarni to'plash uchun hech qanday harakat bo'lmagan. [49] [50] [51] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

2010-2019 yillar sharhlari

2011-yilda Vanderbilt universiteti tadqiqotchilari Sog'liqni saqlash tadqiqotlari va sifati agentligi bilan shartnoma asosida ABA asosidagi va autizm spektrining buzilishlarini davolashning boshqa usullari bo'yicha ilmiy adabiyotlarni har tomonlama ko'rib chiqishdi; ABA asosidagi terapiyalar UCLA /Lovaas usuli va Denverning erta boshlash modeli (ikkinchisi Sally Rojers va Jeraldin Douson tomonidan ishlab chiqilgan)ni o'z ichiga olgan. [52] Ular "ikkala yondashuv ham ... kognitiv faoliyat, til ko'nikmalari va moslashuvchan xatti-harakatlar ko'nikmalarini yaxshilash bilan bog'liq" degan xulosaga kelishdi. [52] :ES-9Shu bilan birga, ular, shuningdek, "dalillarning kuchi ... past", "ko'p bolalar zaiflashuvning sezilarli joylarini ko'rsatishda davom etishadi", "kichik guruhlar o'zgarishlarning ko'p qismini tashkil qilishi mumkin", "amaliy samaradorlik haqida ozgina dalillar mavjud" degan xulosaga kelishdi. yoki tadqiqot ishlaridan tashqari fizibilite" va nashr etilgan tadqiqotlar "kichik namunalar, turli davolash yondashuvlari va davomiyligi va turli natijalar o'lchovlaridan foydalangan". [52] :ES-10 Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

2014 yilgi dastlabki tadqiqot shuni ko'rsatdiki, ABA samarasiz ekanligini ko'rsatadigan bir mavzuli tadqiqot ishlariga nisbatan nashriyotlar bo'lishi mumkin. Nashrning noto'g'riligi bir mavzuli tadqiqotlarda kuzatilgan aralashuv ta'sirining bo'rttirilgan bahosiga olib kelishi mumkin. [53] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

2019 yilgi meta-tahlil xulq-atvor aralashuvi foydasiga ba'zi dalillarni topdi, ammo ta'kidladiki, "uslubiy qat'iylik tadqiqotning ushbu sohasida dolzarb muammo bo'lib qolmoqda" va ular o'z doirasini RCT dizaynlari va natijalari bilan cheklaganlarida, ularni aniqlash xavfi bo'lmagan. tarafkashlik, ular ko'rib chiqqan har qanday yondashuv uchun hech qanday natijaga sezilarli ta'sir ko'rsatmadi. [54]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

2007-2009 yillar sharhlari

Amerika Pediatriya Akademiyasining 2007 yilgi klinik hisobotida autizm spektrining buzilishi (ASD) bo'yicha ABA asosidagi aralashuvlarning foydasi "yaxshi hujjatlashtirilgan" va "erta intensiv xulq-atvorni davolashni olgan bolalar sezilarli darajada barqaror bo'lishi ko'rsatilgan" degan xulosaga keldi. IQ, til, akademik samaradorlik va moslashuvchan xulq-atvordagi yutuqlar, shuningdek, ijtimoiy xulq-atvorning ba'zi o'lchovlari. [55] 2008 yilda MIND instituti tadqiqotchilari keng qamrovli davolash yondashuvlarining dalillarga asoslangan sharhini nashr etdilar. "Eng yaxshi ishlab chiqilgan, nazorat qilinadigan to'rtta tadqiqot natijalarining kuchliligi" asosida ular bitta ABAga asoslangan yondashuv ( Ole Ivar Løvaas tomonidan yaratilgan Lovaas texnikasi ) takomillashtirish uchun "yaxshi tasdiqlangan" degan fikrga kelishdi. ASD bo'lgan yosh bolalarning intellektual faoliyati. [56]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

2009 yilda o'rtacha yoshi olti yosh yoki undan kam bo'lgan autizmli bolalar uchun psixo-tarbiyaviy tadbirlarni ko'rib chiqish shuni ko'rsatdiki, beshta yuqori sifatli ("1-darajali" yoki "2-darajali") tadqiqotlar ABA asosidagi davolanishni baholagan. Ushbu va boshqa tadqiqotlar asosida muallif ABA "yaxshi tashkil etilgan" va "davolash intensiv va malakali terapevtlar tomonidan olib borilganda autizmli maktabgacha yoshdagi bolalarning global faoliyatini yaxshilashda samarali ekanligini ko'rsatdi" degan xulosaga keldi. [57] Biroq, tekshiruv qo'mitasi, shuningdek, "qaysi aralashuvlar eng samarali ekanligi haqida ko'proq ma'lumotga ehtiyoj bor" degan xulosaga keldi. 2009 yilgi maqola autizm uchun erta intensiv xulq-atvor aralashuvi (EIBI, Lovaas texnikasidan kelib chiqqan holda ABAga asoslangan davolash shakli) 1987 yildan 2007 yilgacha nashr etilgan 13 ta hisobotning tavsifiy tahlili, ta'sir hajmi tahlili va meta-tahlilini o'z ichiga oladi. . U EIBIning ta'sir o'lchamlari IQ, adaptiv xatti-harakatlar, ekspressiv til va retseptiv til uchun "umuman ijobiy" ekanligini aniqladi. Hujjat o'z topilmalarining cheklovlarini, shu jumladan EIBI va boshqa "empirik tasdiqlangan davolash dasturlari" o'rtasidagi e'lon qilingan taqqoslashlarning yo'qligini ta'kidladi. [58] 2009 yilda 1987 yildan 2007 yilgacha nashr etilgan 11 ta tadqiqotni tizimli ko'rib chiqishda tadqiqotchilar "EIBI autizm spektri buzilishi bo'lgan barcha bolalar uchun emas, balki ba'zilar uchun samarali ekanligi va davolanishga javoban keng o'zgaruvchanlik mavjudligi haqida kuchli dalillar mavjud" deb yozishdi. Bundan tashqari, har qanday yaxshilanishlar aralashuvning birinchi yilida eng katta bo'lishi mumkin. [59]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

1987 yildan 2007 yilgacha nashr etilgan to'qqiz tadqiqotning 2009 yildagi meta-tahlili EIBI to'liq miqyosdagi aqlga "katta" ta'sir ko'rsatadi va autizmli bolalarning adaptiv xatti-harakatlariga "o'rtacha" ta'sir ko'rsatadi degan xulosaga keldi. [60] 2009-yilda Sprekli va Boyd tomonidan 2000-2007 yillarda oʻtkazilgan toʻrtta kichik tadqiqotning (jami 76 nafar bola ishtirok etgan) tizimli tahlili va meta-tahlili yuqorida qayd etilgan sharhlardan farqli xulosalarga keldi. [61] Spreckley va Boyd, EIBI ning boshqa nomi amaliy xatti-harakatlar aralashuvi (ABI) kognitiv natija, ekspressiv til, retseptiv til va adaptiv xatti-harakatlar sohalarida ASD bo'lgan maktabgacha yoshdagi bolalarning standart parvarishi bilan solishtirganda natijalarni sezilarli darajada yaxshilamaganligini xabar qildi. [61] Biroq, muharrirga yo'llagan maktubida, meta-tahlil qilingan to'rtta tadqiqot mualliflari Sprekli va Boyd ABIning ikkita shaklini bir-biri bilan taqqoslash bo'yicha bir tadqiqotni noto'g'ri talqin qilganliklarini, ABIni standart parvarish bilan solishtirishganligini, bu esa kuzatilgan samaradorlikni noto'g'ri pasaytirganligini da'vo qilishdi. ABI. [62] Bundan tashqari, to'rtta tadqiqot mualliflari Sprekli va Boyd ba'zi boshqa tadqiqotlarni keraksiz ravishda istisno qilganliklari va bunday tadqiqotlarni o'z ichiga olgan holda ABIni yanada qulayroq baholashga olib kelishi mumkinligini ko'rsatdilar. [62] Sprekli, Boyd va to'rtta tadqiqot mualliflari ABA ning autizmdagi samaradorligini tushunishni yaxshilash uchun katta ko'p saytli randomizatsiyalangan sinovlar zarurligiga rozi bo'lishdi. [62]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Tanqid

Tadqiqotchilar va advokatlar ABA axloq kodeksining yumshoqligini tanqid qildilar, [63] u "qo'zg'atuvchi vositalardan to'g'ri foydalanish" ni qanday cheklamaydi yoki aniqlamasligini muhokama qiladi, chunki ABA terapevtlari "hatto bitta dars olishlari shart emas". autizm, miya funktsiyasi yoki bolaning rivojlanishi" va uning mijozga ota-ona sifatida qarashi "mijozning roziligini" talab qilish uchun xizmat ko'rsatuvchi shaxsning emas, balki faqat ota-onaning roziligi talab qilinishini anglatadi. [64] [65] Xuddi shunday, ota-ona mijoz sifatida ko'rilganligi sababli, axloq kodeksi ostida belgilangan maqsadlar mijozning ehtiyojlariga mos keladi, bu ko'pincha bolaning emas, balki ota-onaning manfaati uchun autistik xatti-harakatlarni o'zgartirishga e'tibor berishni anglatadi. [65]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Lovaas usulining yana bir tanqidi Lovaasning gey konvertatsiya terapiyasi bilan aloqasi bo'lib, u ABA-da Feminine Boy loyihasida ko'rilgan o'zining xatti-harakatlarini o'zgartirish usullaridan foydalanadi. [66] O'g'il bolalarni geteroseksual tengdoshlaridan ajratib bo'lmaydigan qilish uchun gey konvertatsiya terapiyasining o'xshashligi Lovaasning ABA "otistik bolalarni oddiy do'stlaridan ajratib bo'lmaydigan qiladi" degan ishonchi bilan chizilgan. [66] Ijtimoiy ishchi va tadqiqotchi Jeyk Pynning so'zlariga ko'ra, qobiliyatlilik, asosiy o'xshashliklarga qaramay, konversion terapiya taqiqlangan ba'zi yurisdiktsiyalarda ABA amaliyotini qo'llashda davom etishining sababidir. [67]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Bir tadqiqot nashr etilgan ABA tadqiqotlarida keng qamrovli noma'lum manfaatlar to'qnashuvini (COI) aniqladi. Bir yil davomida eng yaxshi xulq-atvor jurnallarida chop etilgan tadqiqotlarning 84 foizida ABA klinik provayderi yoki ABA klinik provayderlari uchun trening maslahatchisi sifatida ish bilan bog'liq manfaatlar to'qnashuvi bo'lgan kamida bitta muallif bor edi. Biroq, ushbu tadqiqotlarning atigi 2% COIni ochib berdi. [68]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Ba'zi bioetiklarning ta'kidlashicha, ABA dan foydalanish adolat va zararli bo'lmaslik tamoyillarini buzadi va autizmli bolalar va ularning ota-onalari avtonomiyasini buzadi. [69]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Yana bir tashvish shundaki, ABA tadqiqotlari xulq-atvorni muvaffaqiyat vositasi sifatida o'lchaydi, bu ABAning autistik tajribalari haqida sifatli tadqiqotlarning etishmasligiga, ABA ning ichki ta'sirini o'rganuvchi tadqiqotlarning etishmasligiga va autizmli bolalar uchun tadqiqotlarning etishmasligiga olib keldi. so'zlamaydigan yoki aqliy nuqsonlari bor (bu intensiv ABA diqqat markazida bo'lgan asosiy populyatsiyalardan biri hisoblanadi). [64] [70] [44] [45] ABA ning uzoq muddatli samarali ekanligi va juda kam bo'ylama natijalari o'rganilganligi haqida tadqiqotlar ham yo'q. [64]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Tanqidning yana bir sohasi ABA va TEACCH atrofidagi "mafkuraviy urush" bo'ldi, garchi ikkala yondashuvning falsafasi va amaliyoti bir-biriga qarama-qarshi bo'lishi shart emas. [71] ABA atrofidagi ritorika Britaniya ta'lim nogironligi instituti tomonidan tanqid qilindi, shu jumladan ABA o'z farzandlarining autizmini "davolagan" deb da'vo qiladigan ota-onalar va mutaxassislar, xuddi "ABA o'z farzandlarining hayotini saqlab qolgan deb da'vo qilgan va uni davolash sifatida kimyoterapiyaga o'xshatgan". saraton uchun." [72]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Otistik jamiyatning qarashlari

Otistik xulq-atvorni yo'q qilish qiymati neyroxilma-xillik tarafdorlari tomonidan bahsli bo'lib, ular otistik odamlarni tor normallik tushunchasi nomidan haqiqiy shaxsiyatlarini maskalashga majbur qiladi, deb da'vo qiladilar. [73] Maskalash o'z joniga qasd qilish va yomon uzoq muddatli ruhiy salomatlik bilan bog'liq. [74] [75] Autizm tarafdorlari, autizmli odamlarning farovonligiga qanday ta'sir qilishi mumkinligi haqida o'ylamasdan "oddiy" qilishga urinish shafqatsizlik deb ta'kidlaydilar. [10] Buning o'rniga, bu tanqidchilar zararsiz autistik xususiyatlar va hayot sifatini yaxshilashga qaratilgan terapiyani ijtimoiy qabul qilishni kuchaytirishni yoqlaydi. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

2020 yilda o'tkazilgan tadqiqotda bolaligida ABA olgan autistik kattalarning istiqbollari o'rganildi va ularning aksariyati "bixevioristik usullar og'riqli hayot tajribasini yaratadi", ABA "haqiqiy o'zini-o'zi eroziyasiga" olib kelishini va ular o'zlarini shunday his qilishlarini aniqladilar. "shaxslararo tajribada o'z-o'zini boshqarish qobiliyatining yo'qligi". [70]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Qo'zg'atuvchi vositalardan foydalanish

Ole Ivar Lovaas tomonidan ishlab chiqilgan amaliy xulq-atvor tahlilining ba'zi timsollari 1970-yillarda dastlabki foydalanishda nomaqbul xatti-harakatlarni o'zgartirish uchun elektr toki urishi, shuningdek, 1987 yilda o'tkazilgan tadqiqotda tarsaki va baqirish kabi salbiy vositalardan foydalangan. Vaqt o'tishi bilan afsuslardan foydalanish kamaydi va 2012 yilda ulardan foydalanish zamonaviy amaliyotga mos kelmaydi deb ta'riflandi. [76] Biroq, ba'zi ABA dasturlarida aversives foydalanishda davom etdi. 2014-yilda AQSh oziq-ovqat va farmatsevtika idorasiga (FDA) bergan izohida, ilgari sudya Rotenberg o'quv markazida ishlagan klinisyen, "amaliy xulq-atvor tahlilchilarining puxta o'rgatish uchun foydalaniladigan barcha darsliklarda jazo tamoyillari, shu jumladan, elektr stimulyatsiyasidan foydalanish." [77]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

2010 yilda BMTning qiynoqlar bo'yicha maxsus ma'ruzachisi sudya Rotenberg markazining bolalarga elektr toki urishini qiynoq sifatida baholagan edi. [78] 2020 yilda FDA o'z-o'ziga shikast etkazish yoki tajovuzkor xatti-harakatlar uchun ishlatiladigan elektr stimulyatorlaridan foydalanishni taqiqladi va "Dalillar shuni ko'rsatadiki, ushbu qurilmalardan foydalanish bilan bog'liq bir qator muhim psixologik va jismoniy xavflar, shu jumladan asosiy simptomlarning yomonlashishi, depressiya., tashvish, travmadan keyingi stress buzilishi, og'riq, kuyishlar va to'qimalarning shikastlanishi. [79] O'sha yili AQShning DC tumanlari bo'yicha apellyatsiya sudi FDA "amaliyotchi qanday tibbiy asboblarni buyurishi yoki boshqarishi yoki qaysi shartlar uchun tanlash huquqiga ega emas" degan qarorga binoan taqiqni bekor qildi va maktab uni qayta boshlashini e'lon qildi. elektr toki urishidan foydalanish. [80]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Tushunchalar

Xulq-atvor

Xulq-atvor deganda atrof-muhitning ba'zi tomonlarini o'zgartiradigan organizmning biron bir qismining harakati tushuniladi. [81] Ko'pincha, xulq-atvor atamasi jismoniy o'lchovlar yoki funktsiyalarni baham ko'radigan javoblar sinfiga ishora qiladi va bu holda javob bu xatti-harakatlarning yagona namunasidir. [20] [82] Agar javoblar guruhi bir xil funktsiyaga ega bo'lsa, bu guruhni javob sinfi deb atash mumkin. Repertuar - bu shaxs uchun mavjud bo'lgan turli xil javoblarni anglatadi; Bu atama ma'lum bir vaziyatga tegishli bo'lgan javoblarga ishora qilishi mumkin yoki u inson qila oladigan hamma narsani anglatishi mumkin. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Operatsion konditsionerlik

Operant xulq-atvori - bu "ixtiyoriy" xatti-harakat, uning oqibatlariga sezgir yoki boshqariladigan xatti-harakatlar. Xususan, operant konditsionerlik rag'batlantiruvchi nazoratdan foydalanadigan uch muddatli kutilmagan holatga, xususan, kuchaytirish yoki jazolash kabi oqibatlar orqali xatti-harakatlarning kuchayishi yoki zaiflashishiga ta'sir qiluvchi diskriminativ stimul (SD) deb ataladigan oldingi kutilmagan holatga ishora qiladi. [83] Bu atama odatda konfet olishdan tortib, sovuqqonlikdan qutulish uchun issiqlikni oshirishgacha, yaxshi baho olish uchun imtihonga o'qishgacha qo'llaniladi. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Respondent (klassik) konditsionerlik

Respondent (klassik) shartlash reflekslar deb ataladigan tug'ma stimul-javob munosabatlariga asoslanadi. Itlar bilan o'tkazgan mashhur tajribalarida Pavlov odatda tuprik refleksini, ya'ni oziq-ovqat ta'midan keyin (shartsiz stimulyatsiya) so'lakni (shartsiz javob) ishlatgan. Neytral qo'zg'atuvchini, masalan, qo'ng'iroqni (shartli stimulyatorni) oziq-ovqat bilan birlashtirish itning tupurik chiqishiga olib keldi (shartli javob). Shunday qilib, klassik konditsionerlikda shartli ogohlantiruvchi biologik ahamiyatga ega bo'lgan oqibat uchun signalga aylanadi. E'tibor bering, respondentni konditsionerlashda operant konditsionerdan farqli o'laroq, javob kuchaytiruvchi yoki jazolovchini keltirib chiqarmaydi (masalan, it so'lak chiqaradi , chunki u ovqat olmaydi). Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Kuchaytirish

Asosiy maqola: Reinforcement

Kuchaytirish operant konditsionerligi [84] va ko'pchilik xatti-harakatlarni o'zgartirish dasturlarida asosiy element hisoblanadi. [85] Bu xatti-harakatning mustahkamlanishi jarayonidir. Agar biror xatti-harakat o'z vaqtida ogohlantiruvchi tomonidan yaqindan kuzatilsa va bu kelajakdagi xatti-harakatlarning chastotasining oshishiga olib keladigan bo'lsa, unda stimul ijobiy mustahkamlovchi hisoblanadi. Agar hodisaning olib tashlanishi mustahkamlovchi bo'lib xizmat qilsa, bu salbiy mustahkamlash deb ataladi. [86] Kelajakdagi xatti-harakatlar ehtimoliga ta'sir qiluvchi bir nechta mustahkamlash jadvallari mavjud. “[H]e Betni uni quchoqlab, mukofot sifatida ovqat berib, itoat qilishga undaydi” [87] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Jazo

Asosiy maqola: Punishment (psychology)

Jazo - bu xatti-harakatning oqibati darhol yuzaga keladigan jarayon bo'lib, bu xatti-harakatlarning kelajakdagi chastotasini kamaytiradi. Mustahkamlashda bo'lgani kabi, stimul qo'shilishi mumkin ( ijobiy jazo ) yoki olib tashlanishi ( salbiy jazo ). Umuman olganda, jazoning uch turi mavjud: qo'zg'atuvchi stimullarni taqdim etish (masalan, og'riq), javob narxi (pul jarimalarida bo'lgani kabi kerakli ogohlantirishlarni olib tashlash) va erkinlikni cheklash ("taym aut" kabi). [88] Amalda jazo ko'pincha istalmagan yon ta'sirga olib kelishi mumkin. [89] Boshqa ba'zi potentsial kiruvchi ta'sirlar jazoga tortilganidan norozilik, jazodan qochishga urinishlar, og'riq va u bilan bog'liq salbiy his-tuyg'ularni ifodalash va jazolangan shaxs tomonidan jazo va uni topshiruvchi shaxs o'rtasidagi tan olinishi kiradi. "U ikkita 5 yoshli autistik egizaklarda 100 desibelli baland tovushlarni ishlatar edi" [87] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Yo'q bo'lib ketish

Asosiy maqola: Extinction (psychology)

Yo'q bo'lib ketish - bu ilgari kuchaytirilgan xatti-harakatni kuchaytirishni to'xtatish/to'xtatish tartibini tavsiflovchi texnik atama, natijada bu xatti-harakatlar kamayadi. [90] Keyin xatti-harakatlar o'chirilishi kerak (Cooper va boshq. ). Yo'q qilish tartib-qoidalari ko'pincha jazo tartib-qoidalariga qaraganda afzalroqdir, chunki ko'plab jazo tartib-qoidalari axloqiy emas deb hisoblanadi va ko'p shtatlarda taqiqlangan. Shunga qaramay, yo'q bo'lib ketish protseduralari professionallar tomonidan juda ehtiyotkorlik bilan amalga oshirilishi kerak, chunki ular odatda yo'q bo'lib ketish portlashlari bilan bog'liq. Yo'q bo'lib ketish - bu yo'q bo'lib ketishga qaratilgan xatti-harakatlarning chastotasi, intensivligi va/yoki davomiyligining vaqtincha o'sishi. [91] Yo'q bo'lib ketish portlashining boshqa xususiyatlari orasida yo'q bo'lib ketish natijasida hosil bo'lgan tajovuz - ko'pincha tajovuz sifatida namoyon bo'ladigan yo'q bo'lib ketish jarayoniga hissiy javobning paydo bo'lishi; va b) yo'q bo'lib ketish bilan bog'liq javoblarning o'zgaruvchanligi - yo'q bo'lib ketish jarayonidan oldin odatda sodir bo'lmagan yangi xatti-harakatlarning paydo bo'lishi. Ushbu yangi xatti-harakatlar tartiblarni shakllantirishning asosiy komponentidir. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Diskriminatsiyalangan operant va uch muddatli kontingentlik

Xulq-atvor va uning oqibatlari o'rtasidagi bog'liqlikdan tashqari, operant konditsioner ham oldingi holatlar va xatti-harakatlar o'rtasidagi munosabatlarni o'rnatadi. Bu S–R formulalaridan (Agar A-keyin-B) farq qiladi va uni AB-chunki C formulasi bilan almashtiradi. Boshqacha qilib aytganda, xatti-harakat (B) va uning konteksti (A) o'rtasidagi munosabat oqibatlarga (C) bog'liq, aniqrog'i, C tufayli AB o'rtasidagi bu munosabatlar shunga o'xshash hodisalarda sodir bo'lgan oldingi oqibatlar bilan o'rnatilganligini ko'rsatadi. kontekstlar. [92] Ushbu oldingi-xulq-atvor-natijali shartlilik uch muddatli tasodifiylik deb ataladi. Oldingi holat mavjud bo'lganda uning yo'qligidan ko'ra tez-tez sodir bo'ladigan xatti-harakatlar diskriminatsiyalangan operant deb ataladi. Oldingi qo'zg'atuvchi diskriminativ stimul (S D ) deb ataladi. Diskriminatsiya qilingan operantning faqat diskriminativ stimul mavjud bo'lganda paydo bo'lishi, ogohlantiruvchi nazoratning tasviridir. [93] So'nggi paytlarda xulq-atvor tahlilchilari xatti-harakatlarning sodir bo'lish yoki sodir bo'lmasligi ehtimolini oshiradigan tashvishli xatti-harakatlar uchun holatlardan oldin yuzaga kelgan sharoitlarga e'tibor qaratishdi. Ushbu shartlar turli tadqiqotchilar tomonidan o'z nashrlarida "Voqeani o'rnatish", "Operatsiyalarni o'rnatish" va "Motivatsiyalash operatsiyalari" deb nomlanadi. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Og'zaki xatti-harakatlar

Asosiy maqola: Verbal Behavior

B.<span typeof="mw:Entity" id="mwAf0"> </span>F.Skinnerning xulq-atvor tahlilining tasniflash tizimi ko'plab aloqa buzilishlarini davolashda qo'llanilgan. [94] Skinner tizimiga quyidagilar kiradi:Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

  • Takt - og'zaki bo'lmagan oldingi narsa tomonidan qo'zg'atilgan va umumlashtirilgan shartli mustahkamlash bilan ta'minlangan og'zaki javob.
  • Mand - xarakterli mustahkamlovchi tomonidan qo'llab-quvvatlanadigan rag'batlantiruvchi operatsiyalar nazorati ostidagi xatti-harakatlar.
  • Intraverbals - tegishli oldingi ogohlantiruvchi boshqa og'zaki xatti-harakat bo'lgan, lekin oldingi og'zaki stimulning javob topografiyasiga ega bo'lmagan og'zaki xatti-harakatlar (masalan, boshqa ma'ruzachining savoliga javob berish).
  • Avtoklitik - birlamchi og'zaki xatti-harakatlarning tinglovchiga ta'sirini o'zgartiradigan ikkilamchi og'zaki xatti-harakatlar. Misollar miqdoriy, grammatika va sifatlovchi bayonotlarni o'z ichiga oladi (masalan, "menimcha ..." va boshqalarning differentsial effektlari. "Bilaman. . ." )

Skinnerning xulq-atvor usullaridan foydalanishi tilshunos Noam Xomskiy tomonidan Skinnerning tilni xulq-atvor sifatida ko'rishi inson tilining murakkabligini tushuntirib bera olmasligini keng tahlil qilish orqali mashhur tarzda tanqid qilingan. [95] Bu shuni ko'rsatadiki, bixevioristik usullar tilni o'rgatishi mumkin bo'lsa-da, bu til asoslarini tushuntirish uchun juda yomon choradir. Xomskiyning tanqidlarini inobatga oladigan bo'lsak, bixeviorist o'rniga nutq tili patologi orqali tilni o'rgatish maqsadga muvofiqdir.Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Skinner tizimidan og'zaki xatti-harakatni baholash uchun Asosiy til va o'rganish ko'nikmalarini baholashga qarang.Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Xulq-atvorni o'lchash

 Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Xulq-atvorni o'lchashda xulq-atvorning ikkala o'lchovi va xatti-harakatlarning miqdoriy o'lchovlari mavjud. Amaliy xatti-harakatlar tahlilida miqdoriy o'lchovlar o'lchovlarning hosilasi hisoblanadi. Bu o'lchamlar takrorlanuvchanlik, vaqtinchalik hajm va vaqtinchalik joylashuvdir. [96]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Takroriylik

Javob darslari vaqt davomida qayta-qayta sodir bo'ladi, ya'ni xatti-harakatlar necha marta sodir bo'ladi.Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

  • Hisob - bu xatti-harakatlardagi hodisalar soni.
  • Tezlik / chastota - bu vaqt birligidagi xatti-harakatlarning soni.
  • Seleratsiya - vaqt o'tishi bilan stavkaning qanday o'zgarishining o'lchovidir.

Vaqtinchalik daraja

Bu o'lchov har bir xatti-harakat namunasi ma'lum vaqtni egallashini ko'rsatadi, ya'ni xatti-harakatlar qancha davom etadi.Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

  • Davomiylik - bu xatti-harakatlar sodir bo'ladigan vaqt davri.

Vaqtinchalik joylashuv

Xulq-atvorning har bir namunasi ma'lum bir vaqtning o'zida, ya'ni xatti-harakatlar sodir bo'lganda sodir bo'ladi.Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

  • Javobning kechikishi - bu stimulning boshlanishi va reaktsiyaning boshlanishi o'rtasidagi o'tgan vaqt o'lchovidir.
  • O'zaro javob vaqti - javob sinfining ketma-ket ikki nusxasi o'rtasida sodir bo'ladigan vaqt miqdori.

Hosil ko'rsatkichlar

Hosila ko'rsatkichlari muayyan o'lchamlarga bog'liq emas:

  • Foiz - bir xil o'lchovli miqdorlarni birlashtirish natijasida hosil bo'lgan nisbat.
  • Sinovlar mezonlari - bu oldindan belgilangan samaradorlik darajasiga erishish uchun zarur bo'lgan javob imkoniyatlari soni.

Amaliy xulq-atvor tahlili - bu maqsadli intizom bo'lib, o'zini tutishning sezilarli usulini ishonchli o'lchash va ob'ektiv baholashga qaratilgan. Xulq-atvorni o'lchamasdan va ma'lumotni baholamasdan, xulq-atvor tahlilchilari biz o'ylayotgan dasturni o'zgartirishni, qachon o'tishni yoki yangi maqsadlarni qo'shishni yoki yanada sezilarli yutuqlarga erishish uchun strategiyalarni qachon o'zgartirishni bilishmaydi.Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Xulq-atvor tahlilchilari ma'lumot to'plash uchun bir nechta aniq usullardan foydalanadilar. Ma'lumot to'plash usullarining bir qismi quyidagilarni o'z ichiga oladi:Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Chastotasi

[97] Ushbu uslub o'zini tutishning ob'ektiv usuli sezilgan va hisoblangan vaqtlarni anglatadi.Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Baho

Chastota bilan bir xil, lekin oldindan belgilangan vaqt chegarasida.

Davomiyligi

Bu baho kimningdir o'zini tutish tarzida qancha vaqt qatnashganligini anglatadi. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Ravonlik

Bu baho talabaning vaqt oralig'ida qanchalik tez reaksiyalar berishi mumkinligini bildiradi. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Javobning kechikishi

Kechikish o'zini tutishning ob'ektiv usuli sodir bo'lgunga qadar ma'lum bir kuchaytirilgandan keyin qancha vaqt o'tganligini anglatadi. [98] [99] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Xulq-atvor o'zgarishini tahlil qilish

Eksperimental nazorat

Amaliy xatti-harakatlar tahlilida barcha tajribalar quyidagilarni o'z ichiga olishi kerak: [100] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

  • Kamida bitta ishtirokchi
  • Kamida bitta xatti-harakat (qaram o'zgaruvchi)
  • Kamida bitta sozlama
  • Ma'lumotlarning xatti-harakatlarini va doimiy vizual tahlilini o'lchash tizimi
  • Kamida bitta davolash yoki aralashuv holati
  • Mustaqil o'zgaruvchining qaram o'zgaruvchiga ta'siri miqdoriy yoki sifat jihatidan tahlil qilinishi uchun manipulyatsiyalar.
  • Ishtirokchiga qandaydir tarzda foyda keltiradigan aralashuv [101]

ABA tadqiqoti orqali ishlab chiqilgan metodologiyalar

Vazifani tahlil qilish

Vazifalarni tahlil qilish - bu vazifani uning tarkibiy qismlariga tahlil qilish jarayoni bo'lib, bu qismlar zanjirdan foydalanish orqali o'rgatiladi: oldinga zanjir, orqaga zanjir va umumiy topshiriq taqdimoti. Vazifalarni tahlil qilish tashkilotning xatti-harakatlarini boshqarishda, tashkilot a'zolarining xatti-harakatlarini o'zgartirishga qaratilgan xulq-atvor tahliliy yondashuvida (masalan, fabrikalar, idoralar yoki shifoxonalar) ishlatilgan. [102] Xulq-atvor skriptlari ko'pincha vazifani tahlil qilish natijasida paydo bo'ladi. [103] [104] Bergan xulq-atvor bo'yicha maslahat munosabatlarining topshiriq tahlilini o'tkazdi [105] va Tomas Kratochwill Berganning ko'nikmalarini o'rgatish asosida o'quv dasturini ishlab chiqdi. [106] Shunga o'xshash yondashuv maslahatchilar uchun mikro ko'nikmalarni rivojlantirish uchun ishlatilgan. [107] [108] [109] Keyinchalik Ivey bu "xulq-atvor" bosqichini juda samarali deb ataydi [110] va ko'nikmalarga asoslangan yondashuv 1970-90 yillarda maslahatchilarni tayyorlashda ustunlik qildi. [111] Vazifalarni tahlil qilish, shuningdek, martabaga kirish uchun zarur bo'lgan ko'nikmalarni aniqlashda ham foydalanilgan. [112] Englemann (1968) ta'lim sohasida "To'g'ridan-to'g'ri ta'lim" o'quv dasturini ishlab chiqish usullarining bir qismi sifatida vazifalar tahlilidan foydalangan. [113]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Zanjirlash

Asosiy maqola: Chaining

O'rganilishi kerak bo'lgan ko'nikma oson o'rganish uchun kichik birliklarga bo'linadi. Misol uchun, tishlarini mustaqil ravishda cho'tkalashni o'rganayotgan odam tish pastasi qopqog'ini ochishni o'rganishdan boshlashi mumkin. Ular buni bilib bo'lgach, keyingi qadam naychani siqish va hokazo bo'lishi mumkin [114] [115] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgvChjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Muammoli xatti-harakatlar uchun zanjirlar ham tahlil qilinishi va muammoning oldini olish uchun zanjirni buzish mumkin. Ba'zi xulq-atvor terapiyalari, masalan, dialektik xulq-atvor terapiyasi, xatti-harakatlar zanjiri tahlilidan keng foydalanadi, ammo falsafiy xatti-harakatlar tahlili emas. Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

ABA dunyosida zanjirning ikki turi mavjud: oldinga zanjir va orqaga zanjir. Oldinga zanjir - bu birinchi qadamdan boshlangan va yakuniy bosqichga etguningizcha davom eting. Orqaga zanjir - bu oxirgi qadamdan boshlaganingizda va birinchi qadamga etguningizcha orqaga qarab harakatlanayotganingizda. [116] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Taklif

Tezkor - bu shaxsdan kerakli javobni rag'batlantirish uchun ishlatiladigan ishora. [117] Ko'rsatmalar ko'pincha tezkor ierarxiyaga bo'linadi, garchi eng ko'p tajovuzkor deb hisoblangani, jismonan intruziv yoki so'ndirilishi qiyin bo'lganlar (masalan, og'zaki) haqida ba'zi tortishuvlar mavjud. [118] Xatolarni minimallashtirish va o'rganish jarayonida yuqori darajadagi muvaffaqiyatni ta'minlash uchun ko'rsatmalar eng kamdan kam ketma-ketlikda beriladi va tizimli ravishda o'chiriladi. [119] Bu jarayonda o'quvchi ularga qaram bo'lib qolmasligi va oxir-oqibat so'rovsiz o'zini to'g'ri tutishi uchun ko'rsatmalar imkon qadar tezroq o'chiriladi. [120] [121]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Soʻrovlar turlari Istalgan javobni taklif qilish uchun soʻrovchilar quyidagilardan birortasi yoki barchasidan foydalanishi mumkin:Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

  • Ovozli takliflar: so'zlar yoki boshqa tovushlar
  • Vizual takliflar: vizual ishora yoki rasm
  • Imo-ishoralar: jismoniy imo-ishora
  • Pozitsion taklif: masalan, maqsadli element shaxsga yaqin joylashtiriladi.
  • Modellashtirish: kerakli javobni modellashtirish. Ushbu turdagi taklif taqlid orqali o'rganadigan va modelga qatnasha oladigan shaxslar uchun eng mos keladi.
  • Jismoniy takliflar: kerakli javobni berish uchun odamni jismoniy manipulyatsiya qilish. Jismoniy ko'rsatmalarning ko'p darajalari mavjud, ular juda tajovuzkor (masalan, o'qituvchi qo'lini o'quvchining qo'liga qo'yadi)dan minimal intruzivgacha (masalan, engil teginish). [119]

Bu ko'rsatmalarning to'liq ro'yxati emas; ko'rsatmalarning tabiati, soni va tartibi ma'lum bir shaxs uchun eng samarali bo'lishi uchun tanlanadi.Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Xiralashgan

Umumiy maqsad - odam oxir-oqibat ko'rsatmalarga muhtoj emas. Shaxs ma'lum bir tezkor darajadagi mahoratni egallashi bilan, so'rov kamroq aralashadigan taklifga o'tib ketadi. Bu yangi xulq-atvor yoki ko'nikmani o'rganishda shaxsning ma'lum bir taklifga haddan tashqari qaram bo'lib qolmasligini ta'minlaydi.Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

O'zini tutishning boshqa usulini ko'rsatishda qilingan asosiy tanlovlardan biri bu takliflar yoki takliflarni o'chirish usulidir. Uyushtirilgan uslubda so'rovlarni o'chirish uchun tartib o'rnatilishi kerak. Misol uchun, bolaning qo'llarini yo'naltirish bo'yicha haqiqiy qisqartmani xiralashtirish quyidagi ketma-ketlikni kuzatishi mumkin: (a) bilaklarni qo'llab-quvvatlash, (b) qo'llarni yumshoq tegizish, (c) pastki qo'l yoki tirsagi bilan aloqa qilish va (d) haqiqiy aloqani bo'ylab va orqali chiqarib tashlash . Fading, bola boshqa tajribani o'zlashtirganda, ma'lum bir brifingga haddan tashqari tobe bo'lib qolmasligini kafolatlaydi. [122] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Mustahkamlash jadvalini yupqalash

Yupqalash ko'pincha xiralashish bilan aralashtiriladi. Xiralashish o'chirilayotgan so'rovni bildiradi, bu erda yupqalash kuchaytirgichlar o'rtasida talab qilinadigan javoblar soni yoki vaqtining ko'payishini anglatadi. [123] Noziklashning samarali usuli sifatida armaturaning 30% ga kamayishiga olib keladigan davriy yupqalash tavsiya etilgan. [124] Jadvalni noziklashtirish ko'pincha favqulodda vaziyatlarni boshqarish va token iqtisodiyoti tizimlarida muhim va e'tibordan chetda qoladigan muammodir, ayniqsa ular malakasiz amaliyotchilar tomonidan ishlab chiqilganda ( xulq-atvorni tahlil qilish bo'yicha professional amaliyotga qarang). [125]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Umumlashtirish

Umumlashtirish - o‘quvchining ko‘nikmaga ega bo‘lish uchun qo‘yilgan boshlang‘ich shartlaridan tashqarida ishlash qobiliyatini kengaytirish. [126] Umumlashtirish odamlar, joylar va o'qitish uchun ishlatiladigan materiallar bo'yicha sodir bo'lishi mumkin. Misol uchun, biror ko'nikma bir sharoitda, ma'lum bir o'qituvchi va maxsus materiallar bilan o'rganilgandan so'ng, ko'nikma boshlang'ich o'zlashtirish bosqichidan ko'proq o'zgarib turadigan umumiy sharoitlarda o'rgatiladi. Misol uchun, agar talaba stolda ranglarni o'rganishni muvaffaqiyatli o'zlashtirgan bo'lsa, o'qituvchi o'quvchini uy yoki maktab bo'ylab olib borishi va ushbu tabiiy muhitda ko'nikmalarni boshqa materiallar bilan umumlashtirishi mumkin. Xulq-atvor tahlilchilari umumlashtirishga olib keladigan omillarni o'rganish uchun ko'p vaqt sarfladilar. [127]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Shakllantirish

Asosiy maqola: Shaping (psychology)

Shakllantirish mavjud xatti-harakatlarni asta-sekin kerakli xatti-harakatlarga o'zgartirishni o'z ichiga oladi. Agar talaba itni urish orqali u bilan shug'ullansa, ular itga yumshoqroq teginish orqali o'zaro munosabatlarni kuchaytirish orqali o'zlarining xatti-harakatlarini shakllantirishlari mumkin. Ko'pgina o'zaro ta'sirlarda muvaffaqiyatli shakllanish zarba berish xatti-harakatini silash yoki boshqa yumshoq xatti-harakatlar bilan almashtiradi. Shakllantirish xulq-atvor tahlilchisining operant konditsionerlik tamoyillari va yo'q bo'lib ketish haqidagi puxta bilimiga asoslanadi. Shakllashni o'rgatish bo'yicha so'nggi harakatlar simulyatsiya qilingan kompyuter vazifalaridan foydalangan. [128]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Ba'zi o'quvchilar, ayniqsa bolalar uchun samarali deb topilgan o'qitish usullaridan biri bu video modellashtirishdan foydalanish (xulq-atvor namunasi sifatida lenta ketma-ketliklaridan foydalanish). U terapevtlar tomonidan og'zaki va motorli javoblarni olishda yordam berish uchun ishlatilishi mumkin, ba'zi hollarda uzoq xatti-harakatlar zanjiri uchun. [129] [130]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Kichkintoyning yurishni o'rganishi shakllanishning yana bir misolidir. Bola emaklash, turish, bir necha qadam tashlash va oxir-oqibat yurish orqali mustahkamlanadi. Bola yurishni o'rganayotganda, ular ko'p qarsaklar va hayajonlar bilan maqtashadi. [131]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

FBAga asoslangan aralashuvlar

Funktsional xulq-atvorni baholash (FBA) muammoli xatti-harakatlarni hal qilishga qaratilgan individual tanqidiy fikrlash jarayonidir. Baholash muammoli xatti-harakatlarning sababini yoki qobiliyatini farqlash uchun olib boriladi. Ushbu baholash o'zaro ta'siri muammoni o'tkazishdan oldin sodir bo'lgan ekologik sharoitlar va o'zini tutish uslubini mustahkamlaydigan natijaviy mukofotlar to'g'risida ma'lumot to'plashni o'z ichiga oladi. Keyin to'plangan ma'lumotlar o'zini tutish usullarini kamaytirish va ijobiy xulq-atvor usullarini kengaytirishga qaratilgan individual aralashuvlarni tan olish va amalga oshirish uchun ishlatiladi.Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Xulq-atvorni tahliliy aralashuvlar uchun muhim ahamiyatga ega bo'lgan asosiy narsa xulq-atvorni funktsional baholash yoki tahlil qilish bilan tizimli xatti- harakatlarni shakllantirish kontseptsiyasidir. [132] [133] Ushbu yondashuv o'zgarishning xulq-atvori analitik nazariyasini qo'llashi kerak (qarang: Xulq-atvorni o'zgartirish nazariyalari ). Ushbu formulada puxta funktsional baholash, ko'nikmalarni baholash, ketma-ket tahlil (xulq-atvor zanjiri tahlili), ekologik baholash, muammoli xatti-harakatlar uchun mavjud dalillarga asoslangan xatti-harakatlar modellarini ko'rib chiqish (Fordyce surunkali og'riq modeli kabi) o'z ichiga olishi kerak [134] va keyin atrof-muhit omillarining xatti-harakatlarga qanday ta'sir qilishiga asoslangan davolash rejasi. Ba'zilarning ta'kidlashicha, xatti-harakatlarning tahliliy holatini shakllantirish qoidalar va qoidalar bilan boshqariladigan xatti-harakatlarni baholash bilan takomillashtirilishi mumkin. [135] [136] [137] Ushbu turdagi kontseptsiyadan kelib chiqadigan ba'zi aralashuvlar muammoli xatti-harakatlarni, shuningdek, muayyan vaziyat, oldingi, xatti-harakat va oqibat strategiyalarini almashtirish uchun maxsus muloqot ko'nikmalarini o'rgatishni o'z ichiga oladi. [138] Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Asosiy jurnallar

Amaliy xatti-harakatlar tahlilchilari ko'plab jurnallarda nashr etadilar. "Asosiy" xatti-harakatlar tahliliy jurnallarining ba'zi misollari:Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

  1. Amaliy xatti-harakatlar tahlili jurnali
  2. Xulq-atvorning eksperimental tahlili jurnali
  3. Xulq-atvor tahlili: tadqiqot va amaliyot [139]
  4. Bugun xulq-atvor tahlilchisi [140]
  5. Xulq-atvor fanining istiqbollari (sobiq 2018 yilgacha The Behavior Analyst )
  6. Psixologik rekord
  7. Nutq-til patologiyasi va amaliy xulq-atvor tahlili jurnali [140]
  8. Erta va intensiv xatti-harakatlar jurnali [140]
  9. Xulq-atvor maslahati va terapiyasi xalqaro jurnali [140]
  10. Bolalardagi xatti-harakatlarni baholash va aralashuv jurnali [140]
  11. Xulq-atvorni rivojlantirish byulleteni [140]
  12. Xulq-atvor va ijtimoiy muammolar [141]
  13. Sport, salomatlik, fitnes va xulq-atvor tibbiyotining xatti-harakatlarini tahlil qilish jurnali [140]
  14. Jinoyatchi va jabrlanuvchining xulq-atvorini tahlil qilish jurnali: davolash va oldini olish [140]
  15. Xulq-atvor salomatligi va tibbiyoti [140]
  16. Amaliy hayvonlarning xulq-atvori haqidagi fan
  17. Xulq-atvor terapiyasi
  18. Xulq-atvor va falsafa [142]

Boshqa turlar

ABA boshqa turlarda ham muvaffaqiyatli qo'llanilgan. [143] Morris qora kalxatda ( Coragyps atratus ) patlarni yirtishni kamaytirish uchun ABA dan foydalanadi. [143]Chjdbhc cvhjc hcbjhcb hdbj cvhbdxjvc djcvbdhx xjcvbhjdbx cdjhdbcvjdhx cvjhbgdjb cvbjdhhc djhsbcvjh dncdklns v ndsbvhj nmc bjhdbc mnzskcihasn, csjbzck ,chjbck dc., vnfv vcszhc dmnc bvl fgcfc bv hgv

Shuningdek qarang

  • Xulq-atvorni tahlil qilish xalqaro assotsiatsiyasi
  • Autizm huquqlari harakati
  • Bola rivojlanishining xulq-atvorini tahlil qilish
  • Xulq-atvor terapiyasi
  • Xulq-atvorni faollashtirish
  • Konversion terapiya
  • Pedagogik psixologiya
  • Ota-onalarni boshqarish bo'yicha trening
  • Xulq-atvor tahlilining professional amaliyoti

Ma'lumotnomalar

Manbalar

Qo'shimcha o'qish

Tashqi havolalar

Andoza:Library resources box

  1. ↑ Pierce, W. David. Behavior Analysis and Learning: A Biobehavioral Approach, 6, New York: Routledge [1995], June 16, 2017 — 1–622 bet. ISBN 978-1138898585. 
  2. ↑ 2,0 2,1 "The psychiatric nurse as a behavioral engineer". Journal of the Experimental Analysis of Behavior 2 (4): 323–334. October 1959. doi:10.1901/jeab.1959.2-323. PMID 13795356. PMC 1403907. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1403907.  Manba xatosi: Invalid <ref> tag; name "behavioralpsychiatricnurse" defined multiple times with different content
  3. ↑ 3,0 3,1 3,2 Baer, D.M.; Wolf, M.M.; Risley, T.R. (1968). "Some current dimensions of applied behavior analysis". Journal of Applied Behavior Analysis 1 (1): 91–97. doi:10.1901/jaba.1968.1-91. PMID 16795165. PMC 1310980. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1310980.  Manba xatosi: Invalid <ref> tag; name "JABA3" defined multiple times with different content
  4. ↑ Mace, F.C. (1994). "The significance and future of functional analysis methodologies". Journal of Applied Behavior Analysis 27 (2): 385–392. doi:10.1901/jaba.1994.27-385. PMID 16795830. PMC 1297814. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1297814. 
  5. ↑ L. Pelios; J. Morren; D. Tesch; S. Axelrod (1999). "The impact of functional analysis methodology on treatment choice for self-injurious and aggressive behavior". Journal of Applied Behavior Analysis 32 (2): 185–195. doi:10.1901/jaba.1999.32-185. PMID 10396771. PMC 1284177. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1284177. 
  6. ↑ 6,0 6,1 6,2 F.C. Mace; T.S. Critchfield (May 2010). "Translational research in behavior analysis: Historical traditions and imperative for the future". Journal of the Experimental Analysis of Behavior 93 (3): 293–312. doi:10.1901/jeab.2010.93-293. PMID 21119847. PMC 2861871. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2861871.  Manba xatosi: Invalid <ref> tag; name "JEAB" defined multiple times with different content
  7. ↑ 7,0 7,1 „BACB CERTIFICANT DATA“ (en-US). Behavior Analyst Certification Board. Qaraldi: 2022-yil 14-may. Manba xatosi: Invalid <ref> tag; name "bacb cert" defined multiple times with different content
  8. ↑ 8,0 8,1 8,2 Dillenburger, K.; Keenan, M. (2009). "None of the As in ABA stand for autism: dispelling the myths". J Intellect Dev Disabil 34 (2): 193–95. doi:10.1080/13668250902845244. PMID 19404840.  Manba xatosi: Invalid <ref> tag; name "As-in-ABA" defined multiple times with different content
  9. ↑ Wong, S.E.; Seroka, P.P.; Ogisi, J. (2000). "Effect of a checklist on self-assessment of blood glucose level by a memory-impaired woman with diabetes mellitus". Journal of Applied Behavior Analysis 33 (2): 251–254. doi:10.1901/jaba.2000.33-251. PMID 10885534. PMC 1284245. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1284245. 
  10. ↑ 10,0 10,1 „Commentary: The autistic community is having a reckoning with ABA therapy. We should listen“ (en). Fortune. Qaraldi: 2022-yil 15-may. Manba xatosi: Invalid <ref> tag; name "fortune.com" defined multiple times with different content
  11. ↑ McGill, O. „Recalling hidden harms: autistic experiences of childhood“. Strathprints.strath.ac.uk. Qaraldi: 2022-yil 24-iyul.
  12. ↑ Schuck, Rachel K.; Tagavi, Daina M.; Baiden, Kaitlynn M. P.; Dwyer, Patrick; Williams, Zachary J.; Osuna, Anthony; Ferguson, Emily F.; Jimenez Muñoz, Maria et al. (2021). "Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework". Journal of Autism and Developmental Disorders 52 (10): 4625–4645. doi:10.1007/s10803-021-05316-x. PMID 34643863. PMC 9508016. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=9508016. 
  13. ↑ Ne'eman, Ari (2021-07-01). "When Disability Is Defined by Behavior, Outcome Measures Should Not Promote "Passing"". AMA Journal of Ethics 23 (7): E569–575. doi:10.1001/amajethics.2021.569. ISSN 2376-6980. PMID 34351268. PMC 8957386. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=8957386. 
  14. ↑ Kronstein. „Treating autism as a problem: The connection between Gay Conversion Therapy and ABA“. The Nova Scotia Advocate (2018-yil 11-iyul). Qaraldi: 2022-yil 25-dekabr.
  15. ↑ 15,0 15,1 Reichow, B.; Hume, K.; Barton, E. E.; Boyd, B. A. (2018). "Early intensive behavioral intervention (EIBI) for increasing functional behaviors and skills in young children with autism spectrum disorders (ASD)" (en). The Cochrane Database of Systematic Reviews 5 (5): CD009260. doi:10.1002/14651858.CD009260.pub3. PMID 29742275. PMC 6494600. https://www.cochrane.org/CD009260/BEHAV_early-intensive-behavioral-intervention-eibi-increasing-functional-behaviors-and-skills-young. Qaraldi: 2023-02-06. Amaliy xatti-harakatlar tahlili]] Manba xatosi: Invalid <ref> tag; name ":9" defined multiple times with different content
  16. ↑ 16,0 16,1 Kirkham, Patrick (2017-04-01). "'The line between intervention and abuse' – autism and applied behaviour analysis" (en). History of the Human Sciences 30 (2): 107–126. doi:10.1177/0952695117702571. ISSN 0952-6951.  Manba xatosi: Invalid <ref> tag; name "Kirkham 107–126" defined multiple times with different content
  17. ↑ Marr, M (2009). "The natural selection: behavior analysis as a natural science". European Journal of Behavior Analysis 10 (2): 103–118. doi:10.1080/15021149.2009.11434313. Archived from the original on 29 November 2014. https://web.archive.org/web/20141129034739/http://www.ejoba.org/PDF/2009_2/Marr_2009.pdf. 
  18. ↑ Thompson, T. (1984). "The examining magistrate for nature: a retrospective review of Claude Bernard's An Introduction to the Study of Experimental Medicine". Journal of the Experimental Analysis of Behavior 2 (41): 212–13. doi:10.1901/jeab.1984.41-211. PMC 1348034. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1348034. 
  19. ↑ 19,0 19,1 19,2 19,3 "O. Ivar Lovaas (1927–2010)". The Behavior Analyst 34 (1): 111–114. 2011. doi:10.1007/BF03392239. PMC 3089401. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3089401.  Manba xatosi: Invalid <ref> tag; name "lovaas" defined multiple times with different content
  20. ↑ 20,0 20,1 20,2 20,3 Cooper, J.O.. Applied Behavior Analysis, 2nd, Prentice Hall, 2007. ISBN 978-0-13-142113-4.  Manba xatosi: Invalid <ref> tag; name "CooperHeron2007" defined multiple times with different content
  21. ↑ Lovitt, Thomas C. (1993). "A brief history of applied behavior analysis at the University of Washington". Journal of Applied Behavior Analysis 26 (4): 563–567. doi:10.1901/jaba.1993.26-563. PMID 16795814. PMC 1297893. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1297893. 
  22. ↑ „Identifying applied behavior analysis interventions“. Association of Professional Behavior Analysts (2016-yil 25-iyul). Qaraldi: 2018-yil 3-dekabr.
  23. ↑ 23,0 23,1 Baer, Donald M. (1993). "A brief, selective history of the Department of Human Development and Family Life at the University of Kansas: The early years". Journal of Applied Behavior Analysis 26 (4): 569–570. doi:10.1901/jaba.1993.26-569. PMID 16795815. PMC 1297894. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1297894.  Manba xatosi: Invalid <ref> tag; name "HistoryofJABAResearchFaculty" defined multiple times with different content
  24. ↑ 24,0 24,1 Smith, T; Eikseth (14 December 2010). "S". Journal of Autism and Developmental Disorders 41 (3): 375–378. doi:10.1007/s10803-010-1162-0. PMID 21153872. 
  25. ↑ Chance. „Psychology Today: 'After you hit a child, you can't just get up and leave him; you are hooked to that kid' interview with Ole Ivar Lovaas“. Neurodiversity (1974). Qaraldi: 2022-yil 3-mart. (excerpt from Psychology Today)
  26. ↑ Lovaas, O. I. (February 1987). "Behavioral treatment and normal educational and intellectual functioning in young autistic children". Journal of Consulting and Clinical Psychology 55 (1): 3–9. doi:10.1037/0022-006x.55.1.3. ISSN 0022-006X. PMID 3571656. https://pubmed.ncbi.nlm.nih.gov/3571656/. 
  27. ↑ "Intensive behavioral treatment for children with autism: Four-year outcome and predictors". American Journal on Mental Retardation 110 (6): 417–438. November 2005. doi:10.1352/0895-8017(2005)110[417:IBTFCW]2.0.CO;2. PMID 16212446. https://pubmed.ncbi.nlm.nih.gov/16212446/. Qaraldi: September 18, 2018. Amaliy xatti-harakatlar tahlili]]
  28. ↑ "Early intensive behavioral treatment: replication of the UCLA model in a community setting". Journal of Developmental and Behavioral Pediatrics 27 (2): 145–155. April 2006. doi:10.1097/00004703-200604002-00013. PMID 16685181. https://pubmed.ncbi.nlm.nih.gov/16685181/. Qaraldi: September 18, 2018. Amaliy xatti-harakatlar tahlili]]
  29. ↑ „Pediatric Feeding Therapy & ABA: General Info & Systematic Review“ (En-US). Nevada Autism Center, 7730 West Sahara Avenue #115, Las Vegas, NV 89117, (702) 660-2005 (2021-yil 3-aprel). Qaraldi: 2022-yil 3-iyul.
  30. ↑ Anderson, CM; Freeman, KA (Spring 2000). "Positive behavior support: Expanding the application of applied behavior analysis.". The Behavior Analyst 23 (1): 85–94. doi:10.1007/BF03392001. PMID 22478340. PMC 2731369. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2731369. 
  31. ↑ Anderson, CM; Kincald, D (2005). "Applying behavior analysis to school violence and discipline problems". The Behavior Analyst 28 (1): 49–63. doi:10.1007/BF03392103. PMID 22478439. PMC 2755344. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2755344. 
  32. ↑ Waasdorp, TE; Bradshaw, CP; Leaf, PJ (Winter 2012). "The impact of schoolwide positive behavioral interventions and supports on bullying and peer rejection: a randomized controlled effectiveness trial". Archives of Pediatrics and Adolescent Medicine 166 (2): 149–56. doi:10.1001/archpediatrics.2011.755. PMID 22312173. 
  33. ↑ 33,0 33,1 33,2 Baer, D.M.; Wolf, M.M.; Risley, T.R. (1968). "Some current dimensions of applied behavior analysis". J Appl Behav Anal 1 (1): 91–97. doi:10.1901/jaba.1968.1-91. PMID 16795165. PMC 1310980. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1310980.  Manba xatosi: Invalid <ref> tag; name "BWR" defined multiple times with different content
  34. ↑ Cooper, Heron & Heward 1987, s. 16
  35. ↑ Cooper, Heron & Heward 1987, s. 17
  36. ↑ Focus on behavior analysis in education: Achievements, challenges, and opportunities Heward, W.L.: . Upper Saddle River, NJ: Prentice Hall/Merrill, 2005. ISBN 978-0-13-111339-8. 
  37. ↑ Stokes, Trevor. A small matter of proof: the legacy of Donald M. Baer. Reno, NV: Context Press, 2003. ISBN 978-1-878978-43-1. 
  38. ↑ Heward, 205 p. 322
  39. ↑ Cooper, Heron & Heward 1987, s. 19
  40. ↑ Sandoval-Norton, Aileen H.; Shkedy, Gary; Shkedy, Dalia (2021-06-01). "Long-term ABA Therapy Is Abusive: A Response to Gorycki, Ruppel, and Zane" (en). Advances in Neurodevelopmental Disorders 5 (2): 126–134. doi:10.1007/s41252-021-00201-1. ISSN 2366-7540. 
  41. ↑ Matson, Johnny; Hattier, Megan; Belva, Brian (January–March 2012). "Treating adaptive living skills of persons with autism using applied behavior analysis: A review". Research in Autism Spectrum Disorders 6 (1): 271–276. doi:10.1016/j.rasd.2011.05.008. 
  42. ↑ Myers, Scott M.; Johnson, Chris Plauché (1 November 2007). "Management of Children With Autism Spectrum Disorders". Pediatrics 120 (5): 1162–1182. doi:10.1542/peds.2007-2362. ISSN 0031-4005. PMID 17967921. http://pediatrics.aappublications.org/content/120/5/1162. 
  43. ↑ "Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD)". The Cochrane Database of Systematic Reviews 5 (10): CD009260. May 2018. doi:10.1002/14651858.CD009260.pub3. PMID 29742275. PMC 6494600. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=6494600. 
  44. ↑ 44,0 44,1 Shreck, K.A.; Metz, B.; Mulick, J.A.; Smith, A. (2000). "Making it fit: A Provocative Look at Models of Early Intensive Behavioral Intervention for Children with Autism". The Behavior Analyst Today 1 (3): 27–32. doi:10.1037/h0099886.  Manba xatosi: Invalid <ref> tag; name ":1" defined multiple times with different content
  45. ↑ 45,0 45,1 Mary Jane Weiss; Delmolino Lara (2006). "The Relationship Between Early Learning Rates and Treatment Outcome For Children With Autism Receiving Intensive Home-Based Applied Behavior Analysis". The Behavior Analyst Today 7 (1): 96–105. doi:10.1037/h0100140.  Manba xatosi: Invalid <ref> tag; name ":2" defined multiple times with different content
  46. ↑ Leaf, Justin B.; Cihon, Joseph H.; Leaf, Ronald; McEachin, John; Liu, Nicholas; Russell, Noah; Unumb, Lorri; Shapiro, Sydney et al. (2021-06-16). "Concerns About ABA-Based Intervention: An Evaluation and Recommendations" (en). Journal of Autism and Developmental Disorders 52 (6): 2838–2853. doi:10.1007/s10803-021-05137-y. ISSN 1573-3432. PMID 34132968. PMC 9114057. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=9114057. 
  47. ↑ Bottema-Beutel, Kristen; Crowley, Shannon (2021). "Pervasive Undisclosed Conflicts of Interest in Applied Behavior Analysis Autism Literature". Frontiers in Psychology 12: 676303. doi:10.3389/fpsyg.2021.676303. ISSN 1664-1078. PMID 34025538. PMC 8131529. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=8131529. 
  48. ↑ Davis, Rachel; Nordahl-Hansen, Anders; den Houting, Jacquiline; Fletcher-Watson, Sue (March 2022). "Helping autistic children". The Wiley-Blackwell Handbook of Childhood Social Development: 729–746. doi:10.1002/9781119679028.ch39. ISBN 9781119678984. https://osf.io/zrfyp/. 
  49. ↑ Rodgers, Mark; Marshall, David; Simmonds, Mark; Le Couteur, Ann; Biswas, Mousumi; Wright, Kath; Rai, Dheeraj; Palmer, Stephen et al. (2020-07-20). "Interventions based on early intensive applied behaviour analysis for autistic children: a systematic review and cost-effectiveness analysis" (EN). Health Technology Assessment 24 (35): 1–306. doi:10.3310/hta24350. ISSN 2046-4924. PMID 32686642. PMC 7397479. https://www.journalslibrary.nihr.ac.uk/hta/hta24350/. 
  50. ↑ Bottema-Beutel, Kristen; Crowley, Shannon; Sandbank, Micheal; Woynaroski, Tiffany G (19 October 2020). "Adverse event reporting in intervention research for young autistic children". Autism 25 (2): 322–335. doi:10.1177/1362361320965331. ISSN 1362-3613. PMID 33076682. PMC 7870528. http://dx.doi.org/10.1177/1362361320965331. 
  51. ↑ Dawson, Michelle; Fletcher-Watson, Sue (February 2022). "When autism researchers disregard harms: A commentary" (en). Autism 26 (2): 564–566. doi:10.1177/13623613211031403. ISSN 1362-3613. PMID 34291651. PMC 8814944. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=8814944. 
  52. ↑ 52,0 52,1 52,2 Warren, Z.. Therapies for children with autism spectrum disorders, AHRQ Publication No. 11-EHC029-EF, Comparative Effectiveness Review No. 26. Rockville, MD: Agency for Healthcare Research and Quality, 2011. 2011-yil 15-iyulda qaraldi. 
  53. ↑ "Publication bias in studies of an applied behavior-analytic intervention: an initial analysis". Journal of Applied Behavior Analysis 47 (3): 663–78. 2014. doi:10.1002/jaba.146. PMID 24990802. 
  54. ↑ Sandbank, Micheal; Bottema-Beutel, Kristen; Crowley, Shannon; Cassidy, Margaret; Dunham, Kacie; Feldman, Jacob I.; Crank, Jenna; Albarran, Susanne A. et al. (January 2020). "Project AIM: Autism intervention meta-analysis for studies of young children". Psychological Bulletin 146 (1): 1–29. doi:10.1037/bul0000215. ISSN 1939-1455. PMID 31763860. PMC 8783568. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=8783568. 
  55. ↑ Myers, S.M.; Johnson, C.P.; Council on Children with Disabilities (2007). "Management of children with autism spectrum disorders". Pediatrics 120 (5): 1162–82. doi:10.1542/peds.2007-2362. PMID 17967921. http://pediatrics.aappublications.org/cgi/content/full/120/5/1162. 
  56. ↑ Rogers, S.J.; Vismara, L.A. (2008). "Evidence-based comprehensive treatments for early autism". J Clin Child Adolesc Psychol 37 (1): 8–38. doi:10.1080/15374410701817808. PMID 18444052. PMC 2943764. //www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2943764. 
  57. ↑ Eikeseth, S. (2009). "Outcome of comprehensive psycho-educational interventions for young children with autism". Res Dev Disabil 30 (1): 158–78. doi:10.1016/j.ridd.2008.02.003. PMID 18385012. https://www.researchgate.net/publication/5467678. 
  58. ↑ Reichow, B.; Wolery, M. (2009). "Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLA Young Autism Project model". J Autism Dev Disord 39 (1): 23–41. doi:10.1007/s10803-008-0596-0. PMID 18535894. 
  59. ↑ Howlin, P.; Magiati, I.; Charman, T. (2009). MacLean, Jr.. ed. "Systematic review of early intensive behavioral interventions for children with autism". Am J Intellect Dev Disabil 114 (1): 23–41. doi:10.1352/2009.114:23-41. PMID 19143460. 
  60. ↑ Eldevik, S.; Hastings, R.P.; Hughes, J.C.; Jahr, E.; Eikeseth, S.; Cross, S. (2009). "Meta-analysis of Early Intensive Behavioral Intervention for children with autism". J Clin Child Adolesc Psychol 38 (3): 439–50. doi:10.1080/15374410902851739. PMID 19437303. 
  61. ↑ 61,0 61,1 Spreckley, M.; Boyd, R. (2009). "Efficacy of applied behavioral intervention in preschool children with autism for improving cognitive, language, and adaptive behavior: a systematic review and meta-analysis". J Pediatr 154 (3): 338–44. doi:10.1016/j.jpeds.2008.09.012. PMID 18950798. 
  62. ↑ 62,0 62,1 62,2 Smith, T.; Eikeseth, S.; Sallows, G.O.; Graupner, T.D. (2009). "Efficacy of applied behavior analysis in autism". J Pediatr 155 (1): 151–52; author reply 152–53. doi:10.1016/j.jpeds.2009.01.065. PMID 19559310. 
  63. ↑ „Professional and Ethical Compliance Code for Behavior Analysts“. Behavior Analyst Certification Board (2014-yil 7-avgust). 2020-yil 12-avgustda asl nusxadan arxivlangan. Qaraldi: 2021-yil 15-noyabr.
  64. ↑ 64,0 64,1 64,2 Sandoval-Norton, Aileen H.; Shkedy, Gary; Shkedy, Dalia (2021-04-09). "Long-term ABA Therapy Is Abusive: A Response to Gorycki, Ruppel, and Zane". Advances in Neurodevelopmental Disorders 5 (2): 126–134. doi:10.1007/s41252-021-00201-1. ISSN 2366-7532.  Manba xatosi: Invalid <ref> tag; name ":4" defined multiple times with different content
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  138. ↑ Gerhardt, P.F.; Weiss, M.J.; Delmolino, L. (2003). "Treatment of severe aggression in an adolescent with autism: non-contingent reinforcement and functional communication training". Behav Analyst Today 4 (4): 386–94. doi:10.1037/h0100124. 
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  141. ↑ „Behavior and Social Issues“. Uic.edu. 2020-yil 15-yanvarda asl nusxadan arxivlangan. Qaraldi: 2013-yil 2-oktyabr.
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