Journal of Autism and Developmental Disorders

, 38:86

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

Authors

    • T. Carl Buice SchoolGwinnett County Public Schools
    • Communication Sciences and Special Education DepartmentUniversity of Georgia
  • David L. Gast
    • Communication Sciences and Special Education DepartmentUniversity of Georgia
  • Deanna Luscre
    • Communication Sciences and Special Education DepartmentUniversity of Georgia
  • Kevin M. Ayres
    • Communication Sciences and Special Education DepartmentUniversity of Georgia
Original Paper

DOI: 10.1007/s10803-007-0363-7

Cite this article as:
Ledford, J.R., Gast, D.L., Luscre, D. et al. J Autism Dev Disord (2008) 38: 86. doi:10.1007/s10803-007-0363-7

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.

Keywords

AutismObservational learningIncidental learningSmall group instructionInstructive feedbackSight word readingConstant time delay (CTD)

Copyright information

© Springer Science+Business Media, LLC 2007