Boundary Conditions of Observational Learning in Children with Autism Spectrum Disorders

Whether a child with autism spectrum disorder will exhibit observational learning may depend on their attention to a part of the observed contingency and the stimulus modalities of the observed contingency. The absence of observational learning due to one or more of these variables would constitute a boundary condition. We held attention constant and used a multiple probe design combined with a repeated acquisition design to tested observational learning across a diverse set of contingencies, which composed of a hidden-edible, hidden-toy, hidden-video, tact, receptive-identification , and intraverbal contingencies. During preteaching, two children with autism spectrum disorder showed observational learning with two and four of the six contingencies. During teaching, children learned to engage in differential observing responses for the behavior and consequences performed by the model with the hidden-video contingency. During postteaching, one child showed generalization of observational learning on the receptive-identification and intraverbal contingencies, both children showed observational learning with the hidden-video contingency, and no generalization on the tact contingency. Thus, teaching was initiated with the tact contingency, which led to consistent increases in observational learning with targets unassociated with teaching. Results extend previous research demonstrating the utility of teaching differential observing responses on observational learning in children with autism spectrum disorder. Moreover, inconsistent observational learning across contingencies in pre and postteaching suggests that a comprehensive approach composed of testing across a variety of contingencies is necessary

Ketidakmerataan Konflik dan Perubahan

484 hal.;23 c

Stimulus Equivalence and the Emergence of Topography Based Driving Behaviors on a Vehicle Simulator Task

This investigation assessed the utility of a selection-based instructional program in teaching relations between driving behavior and driving stimuli in addition to the emergence of topography-based responding. A selection-based instructional program was delivered to three individuals with intellectual disabilities and/or learning disabilities in order to teach participants relations of sameness between automobile operation stimuli and driving behaviors. Participants were directly taught relations between video models of vehicle operation, road sign outlines, and textual stimuli of road signs using a selection-based instructional protocol delivered via a computer program. Following mastery of the selection-based instruction the emergence of selection-based responding on symmetrical and transitive posttest probes at the mastery level was observed for all 3 participants. Furthermore, movement on posttest generalization vehicle simulator probe was observed for one participant

Planning For A Sustainable Environment

xii,239 hlm.;bib.;indeks;21 c

Ketidak Merataan, Konflik dan Perubahan

484 ha