This study examined stereotypy in naturalistic classroom contexts (i.e., academic programming, leisure skill acquisition) with differential reinforcement of contextually appropriate behavior (DRA). When stereotypy was problematic, redirection to the ongoing activity was provided. Contextually appropriate behavior and stereotypy were measured across all contexts prior to redirecting stereotypy to contextually appropriate behavior. Low levels of stereotypy were observed during the DRA in at least 2 contexts for all 5 participants. Context-specific redirection was added to the DRA if stereotypy persisted, and decreased stereotypy in 9 of the 10 evaluations. The results suggest that stereotypy might not be problematic in all contexts when DRA is present and redirection to contextually relevant appropriate behavior is an effective strategy.

中文翻译：

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在自然语境中检查刻板印象：差异强化和特定于语境的重定向

本研究考察了自然课堂环境中的刻板印象（即学术课程、休闲技能习得）以及对情境适当行为（DRA）的不同强化。当刻板印象有问题时，提供了对正在进行的活动的重定向。在将刻板印象重定向到适合上下文的行为之前，在所有上下文中测量了适合上下文的行为和刻板印象。在 DRA 期间，所有 5 名参与者在至少 2 种情况下都观察到了低水平的刻板印象。如果刻板印象持续存在，则将特定于上下文的重定向添加到 DRA，并在 10 次评估中的 9 次中减少刻板印象。结果表明，当存在 DRA 时，刻板印象可能不会在所有情况下都有问题，并且重定向到与上下文相关的适当行为是一种有效的策略。