Observational and Incidental Learning by Children with Autism during Small Group Instruction

This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluat...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2008, Vol.38 (1), p.86-103
Main Authors: Ledford, Jennifer R., Gast, David L., Luscre, Deanna, Ayres, Kevin M.
Format: Article
Language:English
Subjects:
Autism
Autistic Disorder - diagnosis
Autistic Disorder - epidemiology
Awareness
Behavioral Science and Psychology
Biological and medical sciences
Child
Child and School Psychology
Child clinical studies
Child, Preschool
Children
Developmental disorders
Female
Generalization
Group Processes
Humans
Incidental Learning
Infantile autism
Interpersonal Competence
Interpersonal Relationship
Learning
Learning Disorders - epidemiology
Male
Medical sciences
Neurosciences
Observation
Observational Learning
Observer Variation
Original Paper
Pediatrics
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Public Health
Reading
Reading Ability
Reinforcement (Psychology)
Sight Vocabulary
Small Group Instruction
Small groups
Teaching
Teaching Methods
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Summary:This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluate the effectiveness of the CTD procedure and to assess each student’s ability to read another student’s words and identify related pictures. Generalization was assessed in natural conditions using a pre- and post-test paradigm. Results indicate that, despite their documented deficits in social awareness and imitation, students learned observational and incidental information during small group instruction. Educational implications with regard to small group instruction are discussed.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-007-0363-7