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

@article{citeulike:1203356, 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.}, address = {T. Carl Buice School, Gwinnett County Public Schools, 1160 Level Creek Rd, Sugar Hill, GA, 30518, USA.}, author = {Ledford, Jennifer R. and Gast, David L. and Luscre, Deanna and Ayres, Kevin M. }, citeulike-article-id = {1203356}, doi = {10.1007/s10803-007-0363-7}, issn = {0162-3257}, journal = {J Autism Dev Disord}, keywords = {autism, behavior, children, observational\_learning}, month = {March}, posted-at = {2007-04-02 21:41:36}, priority = {4}, title = {Observational and Incidental Learning by Children with Autism during Small Group Instruction.}, url = {http://dx.doi.org/10.1007/s10803-007-0363-7}, year = {2007} }

TY - JOUR ID - citeulike:1203356 L3 - citeulike-article-id:1203356 TI - Observational and Incidental Learning by Children with Autism during Small Group Instruction. JF - J Autism Dev Disord AD - T. Carl Buice School, Gwinnett County Public Schools, 1160 Level Creek Rd, Sugar Hill, GA, 30518, USA. SN - 0162-3257 N2 - 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. KW - autism KW - behavior KW - children KW - observational_learning AU - Ledford, Jennifer AU - Gast, David AU - Luscre, Deanna AU - Ayres, Kevin PY - 2007/03/09/ UR - http://dx.doi.org/10.1007/s10803-007-0363-7 ER -