Observational and incidental learning by children with autism during small group instruction

Journal of Autism and Developmental Disorders

Volumn 38, Issue 1, 2008, Pages 86-103

  Ledford, Jennifer R ^a,b   Gast, David L ^b   Luscre, Deanna ^b   Ayres, Kevin M ^b  

^a Gwinnett County Public Schools   (United States)

^b UNIVERSITY OF GEORGIA   (United States)

Author keywords

Autism; Constant time delay (CTD); Incidental learning; Instructive feedback; Observational learning; Sight word reading; Small group instruction

Indexed keywords

ARTICLE; AUTISM; CLINICAL ARTICLE; DYADIC ADJUSTMENT SCALE; EDUCATION; HUMAN; LEARNING; MALE; PRESCHOOL CHILD; PRETEST POSTTEST CONTROL GROUP DESIGN; PRIORITY JOURNAL; REINFORCEMENT; SCREENING; SOCIAL ASPECT; SOCIAL PSYCHOLOGY; STUDENT;

AUTISTIC DISORDER; AWARENESS; CHILD; CHILD, PRESCHOOL; FEMALE; GROUP PROCESSES; HUMANS; LEARNING DISORDERS; MALE; OBSERVATION; OBSERVER VARIATION; READING; REINFORCEMENT (PSYCHOLOGY); TEACHING;

EID: 37849031730     PISSN: 01623257     EISSN: 15733432     Source Type: Journal    
DOI: 10.1007/s10803-007-0363-7     Document Type: Article

References (36)

1. Alig-Cybriwsky, C., Wolery, M., & Gast, D. (1990). Use of a constant time delay procedure in teaching preschoolers in a group format. Journal of Early Intervention, 14, 99-116.
2. Austin, P., & Boeckman, K. (1990). Signs around us: Edmark functional word series. Edmond, WA: Edmark Corporation.
3. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
4. Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
5. Brigance, A. (1983). Brigance comprehensive inventory of basic skills. North Billerica, MA: Curriculum Associates.
6. Delmolino, L.M. (2006). Brief Report: Use of DQ for estimating cognitive ability in young children with autism. Journal of Autism and Developmental Disorders, 36, 959-963.
7. Edmark Reading Program, Level 1. (1992). Austin, TX: Pro-Ed., Inc.
8. Gast, D. L., Doyle, P. M., Wolery, M., Ault, M. J., & Baklarz, N. (1991a). Acquisition of incidental information during small group instruction. Education and Treatment of Children, 14, 1-18.
9. Gast, D. L., Doyle, P. M., Wolery, M., Ault, M. J., & Farmer, J. (1991b). Assessing the acquisition of incidental information by secondary-aged students with mental retardation: A comparison of response prompting strategies. American Journal on Mental Retardation, 96, 63-80.
10. Gast, D. L., Skouge, J. R., & Tawney, J. W. (1984). Multiple baseline designs. In J. W. Tawney & D. L. Gast (Eds.), Single subject research in special education (pp. 226-267). Columbus, OH: Merrill.
11. Gast, D. L., Wolery, M., Morris, L. L., Doyle, P. M., & Meyer, S. (1990). Teaching sight word reading in a group instructional arrangement using constant time delay. Exceptionality, 1, 81-96.
12. Heflin, L. J., & Simpson, R. L. (1998). Interventions for children and youth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part I: Intervention and treatment option review. Focus on Autism and Other Developmental Disabilities, 13, 194-211.
13. Kamps, D., Dugan, E. P., Leonard, B. R., & Daoust, P. M. (1994). Enhanced small group instruction using choral responding and student interaction for children with autism and developmental disabilities. American Journal on Mental Retardation, 99, 60-73.
14. Kamps, D., Walker, D., Locke, P., Delquardi, J., & Hall, R.V. (1990). A comparison of instructional arrangements for children with autism served in a public school setting. Education and Treatment of Children, 13, 197-116.
15. Kamps, D., Walker, D., Maher, J., & Rotholz, D. (1992). Academic and environmental effects of small group arrangements in classrooms for students with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 22, 277-293.
16. Keel, M., & Gast, D. L. (1992). Small group instruction for students with learning disabilities: A study of observational and incidental learning. Exceptional Children, 58, 357-368.
17. Keel, M. C., Slaton, D. B., & Blackhurst, A. E. (2001). Acquisition of content area vocabulary for students with learning disabilities. Education and Treatment of Children, 24, 46-71.
18. Koegel, R. L., & Rincover, A. (1974). Treatment of psychotic children in a classroom environment: I. Learning in a large group. Journal of Applied Behavior Analysis, 7, 45-59.
19. National Research Council. (2001). In C. Lord & J. P. McGee (Eds.), Educating children with autism. Washington, D.C.: National Academy Press.
20. Parrott, K. A., Schuster, J. W., Collins, B. C., & Gassaway, L. J. (2000). Simultaneous prompting and instructive feedback when teaching chained tasks. Journal of Behavioral Education, 10, 3-19.
21. Rogers, S. J. (1999). An examination of the imitation deficits in autism. In J. Nadel & G. Butterworth (Eds.), Imitation in infancy (pp. 254-283). Cambridge, UK: Cambridge University Press.
22. Sallows, G. O., & Graupner, T. D. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American Journal on Mental Retardation, 110, 417-438.
23. Schoen, S. F., & Ogden, S. (1995). Impact of time delay, observational learning, and attentional cuing upon word recognition during integrated small-group instruction. Journal of Autism and Developmental Disorders, 25, 503-519.
24. Schopler, E., Reichler, R., Bashford, A., Lansing, M., & Marcus, L. (1990). Psycho-Educational Profile (Rev.). Austin, TX: Pro-Ed, Inc.
25. Schopler, E., Reichler, R., DeVellis, R. F., & Daly, K. (1988). The Childhood autism rating scale. Los Angeles: Western Psychological Services.
26. Shelton, B. S., Gast, D. L., Wolery, M., & Winterling, V. (1991). The role of small group instruction in facilitating observational and incidental learning. Language, Speech, & Hearing Services in Schools, 22, 123-133.
27. Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16, 86-92.
28. Stahmer, A. C., Collings, N. M., & Palinkas, L. A. (2005). Early intervention practices for children with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20, 66-79.
29. Stinson, D. M., Gast, D. L., Wolery, M., & Collins, B. C. (1991). Acquisition of nontargeted information during small-group instruction. Exceptionality, 2, 65-80.
30. Stone, W. L., & Yoder, P. J. (2001). Predicting spoken language level in children with autism spectrum disorders. Autism, 5, 341-361.
31. Strain, P. S., & Schwartz, I. (2001). ABA and the development of meaningful social relations for young children with autism. Focus on Autism and Other Developmental Disabilities, 16, 120-128.
32. Thorndike, R. L., Hagan, E. P., & Sattler, J. M. (1986). Stanford-Binet intelligence scale. Itasca, IL: Riverside Publishing.
33. Werts, M. G., Wolery, M., Holcombe, A., & Gast, D. L. (1995). Instructive feedback: Review of parameters and effects. Journal of Behavioral Education, 5, 55-75.
34. Whorton, D., Walker, D., McGrale, J., Rotholz, D., & Locke, P. (1988). Group instruction procedures for students with autism and other developmental disabilities. In Alternative instructional strategies for students with autism and other developmental disabilities. Austin, TX: Pro-Ed.
35. Williams, J. H. G., Whiten, A., & Singh, T. (2004). A systematic review of action imitation in autistic spectrum disorder. Journal of Autism and Developmental Disorders, 34, 285-299.
36. Wolery, M., Ault, M. J., Gast, D. L., Doyle, P. M., & Mills, B. M. (1990). Use of choral and individual attentional responses with constant time delay when teaching sight word reading. Remedial and Special Education, 11, 47-63.