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

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.

Interactions and relationships between kindergarten teachers and English language learners

“…It is however, the teacher's responsibility to develop appropriate strategies and approaches for the targeted group if all students are to be active participants in the classroom community (Vacca-Rizopoulos & Nicoletti, 2008). Supplementing the idea of scaffolding, observational learning plays a large role in the school environment as learning in social situations is achieved at a faster rate through observing the behavior of others (Ledford, Gast, Luscre, & Ayres, 2008).…”

Psychophysiological analysis of a pedagogical agent and robotic peer for individuals with autism spectrum disorders.

“…The software incorporates an autonomous PA that simulates a human tutor teaching SWR. The PA demonstrates body and hand gestures, facial expression, as well as head nods The tutoring software embeds an evidence-based instruction strategy, CTD, which is an effective and efficient method with a proven track record of success in ASD intervention [158,[162][163][164][165]. The CTD procedure includes immediate contingent reinforcement and appropriate feedback.…”

“…Successful application of the CTD procedure in ASD intervention includes instruction of social phrases [162], social play skills [163], and sight words [164,165]. Furthermore, the structured format of CTD lends itself nicely to be implemented as a computerized procedure.…”

“…Another benefit of SGI arrangement is the opportunity for students to acquire novel skills or refine behaviors by observing the "consequences" delivered to the peers for their correct or incorrect responses/behaviors [165]. consequences.…”

“…165], expressive labels [244], social skills [245,246], job functions [244], play [247,248], inference [244], reading [249], food and drink preparation [250], picture to word/word to picture matching [249], and sign language [251].…”