Observational and incidental learning by children with autism during small group instruction.

Full Abstract

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.

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Author information

Author/s: Ledford, Jennifer R (JR); Gast, David L (DL); Luscre, Deanna (D); Ayres, Kevin M (KM);

Affiliation: T. Carl Buice School, Gwinnett County Public Schools, 1160 Level Creek Rd, Sugar Hill, GA 30518, USA. jennifer_ledford(-atsign-)gwinnett.k12.ga.us

Journal and publication information

Publication Type: Journal Article

Journal: Journal of autism and developmental disorders (J Autism Dev Disord), published in United States. (Language: eng)

Reference: 2008-Jan; vol 38 (issue 1) : pp 86-103

Dates: Created 2008/01/07; Completed 2008/05/30;

PMID: 17347879, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Autistic Disorder - diagnosis; epidemiology
Awareness
Child
Child, Preschool
Female
Group Processes
Humans

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