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Teacher verbalizations and task performance with autistic children

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Abstract

The purpose of this study was to investigate the effects of teacher verbalizations on the correct task performance of autistic children when positive reinforcement was presented in a noncontingent fixed-time schedule. Individual sessions were conducted using easy and difficult tasks with two autistic children. A within-subjects A- B- A- B withdrawal design was used. The results indicate that teacher verbalizations produced increases in the percentage of correct responding on difficult and easy tasks. This finding is discussed in terms of negative reinforcement and demand characteristics. The educational implications are also presented.

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Author information

Authors and Affiliations

  1. University of Washington, USA

    Vickie Hughes & Richard S. Neel

  2. Department of Special Education, University of Kentucky, 40506, Lexington, Kentucky

    Mark R. Wolery

Authors
  1. Vickie Hughes
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  2. Mark R. Wolery
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  3. Richard S. Neel
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Additional information

The authors are grateful to the children, parents, and staff of the Experimental Education Unit of the University of Washington, Seattle, who made this study possible.

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Hughes, V., Wolery, M.R. & Neel, R.S. Teacher verbalizations and task performance with autistic children. J Autism Dev Disord 13, 305–316 (1983). https://doi.org/10.1007/BF01531568

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  • DOI: https://doi.org/10.1007/BF01531568

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