High-functioning children with autism were compared with two control groups on measures of anxiety and social worries. Comparison control groups consisted of children with specific language impairment (SLI) and normally developing children. Each group consisted of 15 children between the ages of 8 and 12 years and were matched for age and gender. Children with autism were found to be most anxious on both measures. High anxiety subscale scores for the autism group were separation anxiety and obsessive-compulsive disorder. These findings are discussed within the context of theories of autism and anxiety in the general population of children. Suggestions for future research are made.
This study involved two experiments. In Experiment 1, a computer-aided system for promoting task performance by 6 persons with severe developmental disabilities was compared with a card system. The computer-aided system was portable and presented pictorial task instructions (one instruction per step) and prompts. In Experiment 2, the same system was used, but the number of instruction occasions was reduced. In one condition, the system presented all the instructions used in Experiment 1 but mostly in clusters rather than individually. In another, the system presented part of the Experiment 1 instructions. Three Experiment 1 participants also served in Experiment 2. Experiment 1 results indicated all 6 participants had higher percentages of correct steps with the computer system and preferred it to the card system. Experiment 2 results indicated that the condition in which the instructions were clustered was more effective for maintaining correct task performance. Implications of the findings were discussed.
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