A comparison of general and descriptive praise in teaching intraverbal behavior to children with autism.
Descriptive praise has been recommended widely as an important teaching tactic for children with autism, despite the absence of published supporting evidence. We compared the effects of descriptive and general praise on the acquisition and maintenance of intraverbal skills with 2 children with autism. The results showed slight advantages of descriptive praise in teaching efficiency in the majority of comparisons; however, these effects dissipated over time.
Florida State University, Panama City, Florida 32405, USA.
Amy S
AS
Polick
James E
JE
Carr
Nicole M
NM
Hanney
D001321:Autistic Disorder / Q000503:physiopathology / Q000523:psychology / Q000534:rehabilitation; D002675:Child, Preschool; D004495:Education of Persons with Intellectual Disabilities; D005793:Generalization, Psychological; D006801:Humans; D008297:Male; D012054:Reinforcement, Psychology; D013663:Teaching; D014705:Verbal Behavior / Q000502:physiology*