Treatment of Psychotic Children in a Classroom Environment: I. Learning in a Large Group

Abstract

The purpose of this study was to investigate systematically the feasibility of modifying the behavior of autistic children in a classroom environment. In the first experiment, eight autistic children were taught certain basic dassroom behaviors (including attending to the teacher upon command, imitation, and an elementary speaking and recognition vocabulary) that were assumed to be necessary for subsequent learning to take place in the classroom. Based on research documenting the effectiveness of one-to-one (teacher-child ratio) procedures for modifying such behaviors, these behaviors were taught in one-to-one sessions. It was, however, found that behaviors taught in a one-toone setting were not performed consistently in a classroom-sized group, or even in a group as small as two children with one teacher. Further, the children evidenced no acquisition of new behaviors in a classroom environment over a four-week period. Therefore, Experiment II introduced a treatment procedure based upon "fading in" the classroom stimulus situation from the one-to-one stimulus situation. Such treatment was highly effective in producing both a transfer in stimulus control and the acquisition of new behaviors in a kindergarten/first-grade classroom environment.Autism is a severe form of childhood psychosis characterized by the relative absence of appropriate speech, play, and social behavior, and by a relatively high frequency of bizarre, repetitive mannerisms and tantramous behaviors. A large majority of the research investigating variables in the treatment of autistic children has utilized a one-to-one teacher-child ratio lThis investigation was

A comparison of teaching tacts with and without background stimuli on acquisition and generality

“…Despite backgrounds disrupting acquisition, several studies have demonstrated the benefits of incorporating incidental stimuli on promoting generality of teaching effects (e.g., Koegel & Rincover, ; Rincover & Koegel, ; Walker & Buckley, ). This strategy has been described as “training loosely” by incorporating incidental stimuli during teaching to promote stimulus generalization (Stokes & Baer, ).…”

“…This strategy has been described as “training loosely” by incorporating incidental stimuli during teaching to promote stimulus generalization (Stokes & Baer, ). For example, Koegel and Rincover () taught tacts and social skills to individuals with no other students in the classroom. After initial teaching, stimulus generalization of the skills did not occur even though the only change to the classroom was an additional student.…”

The Effect of Covert Audio Coaching on the Attending Behavior of Elementary Students with Autism Spectrum Disorder in the Classroom Setting

“…Like social skills, certain classroom skills are necessary for students to benefit from both educational and social practices that occur in the classroom setting. Classroom skills, according to Koegel and Rincover (1974) refer to "certain behaviors that seem necessary for learning to take place in a classroom" (p. 46). Specific classroom skills include attending, waiting, listening, and understanding nonverbal signals from teachers and peers (Bonar, 2015).…”

“…This means that some children with ASD will spend a portion or the entirety of their school day in that setting. While being educated alongside students without disabilities provides opportunities for social interaction and communication, many children with ASD do not have these kinds of skills (Koegel & Rincover, 1974). Social interaction, communication, attending to teacher, and following directions are some examples of classroom skills that present challenges for children with ASD as a result of the nature of their disability.…”

“…Another early example of the exploration of classroom skills of children with ASD was by Koegel and Rincover (1974). These authors defined classroom skills as "certain behaviors that seem necessary for learning to take place in a classroom" (Koegel & Rincover, 1974, p. 46).…”