幼儿攻击性行为装扮游戏矫正的多基线实验研究

Multiple-baseline Design on Pretend Game for the Rectification of Children's Aggressive Behavior

目的:探讨幼儿装扮游戏对幼儿攻击性行为的矫正效果。方法:采用多基线设计(A、B、C、D四阶段共20天)对三名幼儿园大班具有明显攻击行为的研究对象进行装扮游戏矫正。设计8个融合移情训练和榜样学习的装扮游戏,分别于多基线设计的B、C、D阶段干预研究对象一、二、三。结果:研究对象一在B、C、D阶段的攻击性行为次数较基线A均显著减少(5.4±1.1、3.4±1.3、1.8±0.8/9.8±2.5,F=23.97,P<0.001),研究对象二在C、D阶段的攻击性行为次数较基线A、B均显著减少(6.0±2.2、3.0±1.6/13.2±1.8、10.2±1.9,F=28.17,P<0.001),研究对象三在D阶段的攻击性行为次数较基线A、B、C均显著减少(2.8±0.8/12.4±1.5、10.0±1.2、11.0±1.6,F=52.37,P<0.001)。三个研究对象在矫正期D的攻击性行为次数没有显著差异(F=1.59,P=0.23)。结论:采用集体装扮游戏可以矫正幼儿的攻击性行为。

Objective：Discussing the role of pretend game played in the rectification of children＇s aggressive behavior.Methods：The author made up eight pretended games including transfer training and model learning,then multiple-baseline design was adopted and three children from the kindergarten participated in the pretend game.There were totally four stages from A to D.The three children received intervention from stage B to stage D respectively.Results：The child who got intervention first at stage B had lower scores on aggressive behavior later than the baseline level of stage A（5.4±1.1,3.4±1.3,1.8±0.8/9.8±2.5,F=23.97,P〈0.001）;The child received intervention at stage C got lower scores after the intervention（6.0±2.2,3.0±1.6/13.2±1.8,10.2±1.9,F=28.17,P〈0.001）.The child got intervention the latest at stage D had lower score at that stage than before（2.8±0.8/12.4±1.5,10.0±1.2,11.0±1.6,F=52.37,P〈0.001）.The three children had no significant difference at the final stage D（F=1.59,P=0.23）.Conclusion：The group pretend game could rectify children＇s aggressive behaviors,reducing the impact from other factors to some extent.