Observational Learning for Students Diagnosed with Autism: A Review Paper

Abstract

This review evaluated a total of 22 research papers on observational learning as it applies to individuals diagnosed with autism spectrum disorders. The researchers divided the papers into three domains. The first domain was comparing the observational learning behavior of individuals diagnosed with autism spectrum disorders to typically developing and non-typically developing individuals. The second domain was how observational learning was taught to individuals diagnosed with autism spectrum disorders. The third domain was the reported levels of observational learning as an ancillary measure. The results of this review have both implications for clinicians as well as future areas of research which should be investigated.Keywords Autism . Generalized imitation . Imitation . Observational learningResearch has indicated that humans are capable of learning simply by observing others come into contact with responsestimulus contingencies (Catania, 2007). According to Catania (2007), one must demonstrate a variety of prerequisite behaviors in order to successfully acquire skills through observation. These behaviors include, but are not limited to, generalized imitation, self-awareness, verbal behavior, and the ability to discriminate behavior (Catania, 2007). However, individuals with autism demonstrate delays across these prerequisite skill sets (Lovaas 2003), which could explain why individuals with autism may not learn through observation as readily as peers that are typically developing.The significance of observational learning for children who are typically developing has been widely investigated. In a seminal study on observational learning, Bandura et al. (1961) found that children who are typically developing imitated an adult model after observing the adult engage in a discrimination task. The children not only imitated the model's correct response, but the "extra" responses the model made while engaging in the correct response. For example, if the adult knocked over a doll in order to complete the task, the child knocked over the doll. If the adult set the doll on the ground in order to complete the task, the child set the doll on the ground. In a later study, Bandura, Ross, and Ross (1963) further evaluated observational learning by evaluating the behavior toward a bobo doll of children who are typically developing following an observational period of a peer's interaction with the same doll. In this study, the typically developing peer aggressed toward the doll; half of the children observed the model receive treats following the aggressive behavior toward the doll and the other half observed the model receive harassment from another peer following their aggressive behavior toward the doll. The results indicated that the children who observed the rewarding consequences were more likely to engage in aggressive behaviors than the children who observed the punitive consequences following the aggression. In a similar investigation, Bandura (1965) demonstrated that children not only had to observe th...

An Investigation on the Effects of PECS and Observational Learning in Initiating and Maintenance of Communication among Children with Autism

“…Due to the particular characteristics of children with autism, a long range of skills can be provided via one-to-one trainings (Smith, 2001). This situation leaves no room for observational learning and most of the times it ends with poor generalization of the obtained skills (Townley-Cochran et al;. In order to alleviate this negation, certain measures could be taken and by conducting training with children who exhibit identical performance, the efficacy of training could be enhanced.…”

“…As studies, relevant of observational learning in children with autism are investigated, it is detected that there is further need for researches that support the findings claiming that for the improvement of language development and social skills in children with autism who were not directly intervened, they should also be given an opportunity to learn through peer observation (Townley-Cochran et al;. By the same token we can argue that presenting the scientifically-proven and systematically-processed PECS of which efficacy was tested in copious studies and taught in schools with an distinct curriculum, concomitantly with observational learning procedures would provide grand contribution to relevant literature in support of communication skills.…”

“…This education holds utmost vitality and effectiveness for children with autism, but the truth is intensive and one-to-one education is a high-cost implementation and can hardly be put into practice in general educational environments. A set of autistic children can, through receiving earlyintensive behavioral training, demonstrate the kind of behaviors required to receive training in general education classes (Taylor & DeQuinzio, 2012;Townley-Cochran et al, 2015). On that account, it is of vital importance to teach observational learning skills to children with autism (Taylor & DeQuinzio, 2012).…”

An examination of observational learning using Skinner's taxonomy of verbal behavior

“…OL involves differentially responding based on the antecedent and consequent variables at play when the model emitted the response rather than simply imitating a response. Generalized imitation likely occurs due to a history of reinforcement for imitating models' responses and is a prerequisite for OL (Townley‐Cochran et al., 2015).…”

“…The applied behavior‐analytic literature on OL, specifically as it relates to individuals diagnosed with an ASD, is limited (Townley‐Cochran et al., 2015). In a literature review spanning over 50 years, Townley‐Cochran et al.…”