NORMAL PEER MODELS AND AUTISTIC CHILDREN'S LEARNING
作者:
Andrew L. Egel,
Gina S. Richman,
Robert L. Koegel,
期刊:
Journal of Applied Behavior Analysis
(WILEY Available online 1981)
卷期:
Volume 14,
issue 1
页码: 3-12
ISSN:0021-8855
年代: 1981
DOI:10.1901/jaba.1981.14-3
出版商: Blackwell Publishing Ltd
关键词: modeling;mainstreaming;stimulus control;peer models;autistic children
数据来源: WILEY
摘要:
Present research and legislation regarding mainstreaming autistic children into normal classrooms have raised the importance of studying whether autistic children can benefit from observing normal peer models. The present investigation systematically assessed whether autistic children's learning of discrimination tasks could be improved if they observed normal children perform the tasks correctly. In the context of a multiple baseline design, four autistic children worked on five discrimination tasks that their teachers reported were posing difficulty. Throughout the baseline condition the children evidenced very low levels of correct responding on all five tasks. In the subsequent treatment condition, when normal peers modeled correct responses, the autistic children's correct responding increased dramatically. In each case, the peer modeling procedure produced rapid achievement of the acquisition criterion which was maintained after the peer models were removed. These results are discussed in relation to issues concerning observational learning and in relation to the implications for mainstreaming autistic children into normal classrooms.
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