Observational Effects on the Preferences of Children With Autism

Abstract

Children with an autism spectrum disorder (ASD) may play with limited objects or toys, making it difficult for teachers to identify reinforcers to use in teaching new skills. The goal of this study was to alter children's preferences from highly preferred toys to toys that were originally less preferred using an observational pairing procedure. Child participants observed a preferred adult playing with toys that were initially less preferred by the child. This intervention resulted in a shift in preference toward the item manipulated by the adult. Maintenance of the changed preference was idiosyncratic across participants. Results suggest a procedure for expanding the range of items that students with ASD will select.

Improving Social Initiations of Children with Autism Using Video Self-Modeling with Video Feedback: A Case Study

“…Teachers and researchers determined that Sam was no longer interested in the three toys (iPad games, "Connect 4" game, and a wooden train track set) featured in his videos. This aligns with previous findings that children with autism often have limited interests in toys and activities (Leaf et al, 2012). Based on observations, Sam's classroom teacher suggested including the sensory table as an additional option; a new video for this play option was created.…”

“…However, viewing the video of himself playing at the sensory table seemed to spark Sam's interest and help him resume interacting with his peer. This affirms the importance of observation as a means to establish a toy or activity preference (Leaf et al, 2012). In addition, providing high-interest activities and toys (Vartuli & Rohls, 2008;Copple & Bredekamp, 2009) is more likely to expand the range of interests for children with autism.…”

Observational Learning for Students Diagnosed with Autism: A Review Paper

“…Many facilities do not have the financial resources to accommodate one-to-one direct instruction (Plavnick and Hume 2014). Therefore, it is highly recommended that clinicians identify and employ strategies to ensure observational learning will occur (Leaf and McEachin 1999;Lovaas 1981).…”

“…In an effort to provide clinicians with strategies to increase observational learning skills in individuals with autism, some curriculum guides offer support (Leaf and McEachin 1999;Lovaas 1981;2003;Maurice et al 2001;Taubman et al 2011). For example, in one of the earliest curriculum books for individuals with autism, Lovaas (1981) provides six activities to practice and acquire skills that make observational learning more likely to occur.…”

“…For example, in one of the earliest curriculum books for individuals with autism, Lovaas (1981) provides six activities to practice and acquire skills that make observational learning more likely to occur. Leaf and McEachin (1999) also provide goals of observational learning and a sequence of phases to build skills that could lead to individuals increasing their ability to learn through observation. Other curriculum guides do not explicitly discuss observational learning, but provide programs that target skills that have been identified as foundational skills (Taubman et al 2011; that allow individuals to learn through observation.…”