title: The "silent dog" method: analyzing the impact of self-generated rules when teaching different computer chains to boys with autism.
abstract: The purpose of the study was to extend the literature on verbal self-regulation by using the "silent dog" method to evaluate the role of verbal regulation over nonverbal behavior in 2 individuals with autism. Participants were required to talk-aloud while performing functional computer tasks.Then the effects of distracters with increasing demands on target behavior were evaluated as well as whether self-talk emitted by Participant 1 could be used to alter Participant 2's performance. Results suggest that participants' tasks seemed to be under control of self-instructions, and the rules generated from Participants 1's self-talk were effective in teaching computer skills to Participant 2. The silent dog method was useful in evaluating the possible role of self-generated rules in teaching computer skills to participants with autism.
authors.affiliation: Akershus University College, St. Olavs Hospital/Trondsletten Habilitation Services, and Byasen High School, Norway.
authors.forename: Erik
authors.initials: E
authors.lastname: Arntzen
authors.forename: Lill-Beathe
authors.initials: LB
authors.lastname: Halstadtro
authors.forename: Monica
authors.initials: M
authors.lastname: Halstadtro