Observational and Incidental Learning by Children with Autism during Small Group Instruction
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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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- Observational and Incidental Learning by Children with Autism during Small Group Instruction
Journal of Autism and Developmental Disorders
Volume 38, Issue 1 , pp 86-103
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- Observational learning
- Incidental learning
- Small group instruction
- Instructive feedback
- Sight word reading
- Constant time delay (CTD)
- Industry Sectors
- Author Affiliations
- 1. T. Carl Buice School, Gwinnett County Public Schools, 1160 Level Creek Rd, Sugar Hill, GA, 30518, USA
- 2. Communication Sciences and Special Education Department, University of Georgia, Athens, GA, USA