title: Observational and incidental learning by children with autism during small group instruction.
abstract: This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluate the effectiveness of the CTD procedure and to assess each student's ability to read another student's words and identify related pictures. Generalization was assessed in natural conditions using a pre- and post-test paradigm. Results indicate that, despite their documented deficits in social awareness and imitation, students learned observational and incidental information during small group instruction. Educational implications with regard to small group instruction are discussed.
authors.affiliation: T. Carl Buice School, Gwinnett County Public Schools, 1160 Level Creek Rd, Sugar Hill, GA 30518, USA. jennifer_ledford@gwinnett.k12.ga.us
authors.forename: Jennifer R
authors.initials: JR
authors.lastname: Ledford
authors.forename: David L
authors.initials: DL
authors.lastname: Gast
authors.forename: Deanna
authors.initials: D
authors.lastname: Luscre
authors.forename: Kevin M
authors.initials: KM
authors.lastname: Ayres
mesh_terms: D001321:Autistic Disorder / Q000175:diagnosis / Q000453:epidemiology*; D001364:Awareness; D002648:Child; D002675:Child, Preschool; D005260:Female; D006126:Group Processes; D006801:Humans; D007859:Learning Disabilities / Q000453:epidemiology*; D008297:Male; D019370:Observation; D015588:Observer Variation; D011932:Reading; D012054:Reinforcement, Psychology; D013663:Teaching