Two experiments were conducted to assess the generalized effects of several different parent/teacher training programs. In Experiment I it was found that a brief demonstration of how to teach an autistic child new behaviors was sufficient to teach parents how to teach those children those behaviors. However (Gardner, 1972;Hall, 1972;Katz, Johnson, and Gelfand, 1972;Paul, McInnis, and Mariotto, 1973); the use of verbal or written feedback (Cooper, Thomson, and Baer, 1970;Cossairt, Hall, and Hopkins, 1973; Gage 1963; Panyon, Boozer, and Morris, 1970;McNamara, 1971); the use of social reinforcement (Brown, Montgomery, and Barclay, 1969;McDonald, 1973); the use of token reinforcement (Breyer and Allen, Note 1; Bricker, Morgan, and Grabowski, 1972;Katz et al., 1972;McNamara, 1971;Pomerleau, Bobrove, and Smith, 1973); and the use of modelling procedures (Engelin, Knutson, Laughy, and Garlington, 1968;Ringer, 1973 (SPRING 1978(SPRING ) 1978

The effects of self-stimulation on task acquisition were studied in three mute low-functioning autistic and three echolalic higher-functioning autistic children in multiple-baseline designs. The study found that (a) the echolalic children were able to learn the task without external suppression of their self-stimulation and (b) the mute children were unable to learn the task until their self-stimulation was externally suppressed. It was suggested that the echolalic children may have acquired the ability to discriminate when to self-stimulate, so that their self-stimulation does not interfere with correct responding.

No abstract

SUMMARY The variability in behavioral manifestations of the fragile‐x syndrome and the lack of a well‐defined psychological profile require the attention of behavioral geneticists and other behavioral scientists. The association with autism suggests that the fra(x) may be responsible for a genetic subtype of autism. While the fragile‐x syndrome is considered an X‐linked disorder, several aspects of observed transmission patterns do not follow those of classical x‐linked inheritance. In particular, the finding of genetic transmission via intellectually normal males is surprising and has important implications for genetic counseling, as well as for genetic models of the fragile‐x syndrome. Reports on folic acid treatment are encouraging, but not conclusive. The mechanisms involved in the association between the fra(x) chromosome and its particular phenotype are still unknown. Current investigations applying advanced techniques in molecular biology are likely to provide insight into this unique genetic disorder.

No abstract