title: Teaching observational learning to children with autism.
abstract: Observational learning (OL) is critical for the acquisition of social skills and may be an important skill for learning in traditional educational settings. Although OL occurs during early childhood in the typically developing population, research suggests that it may be limited in children diagnosed with autism spectrum disorder (ASD). The purpose of the present study was to develop an assessment to test for the presence of OL across a variety of tasks. If OL was deficient, we sought to teach it by training specific skills. Six participants who had been diagnosed with ASD demonstrated deficits in OL. After an initial assessment, a multiple-probe design across OL tasks showed that training produced acquisition of these skills across multiple exemplars. After training, 5 of the 6 participants engaged in OL across multiple tasks and task variations, demonstrating generalization. For 1 participant, generalization of performance did not occur across tasks but did occur within task variations.
authors.affiliation: WESTERN NEW ENGLAND UNIVERSITY, THE NEW ENGLAND CENTER FOR CHILDREN.
authors.forename: Jacquelyn
authors.initials: J
authors.lastname: MacDonald
authors.affiliation: WESTERN NEW ENGLAND UNIVERSITY, THE NEW ENGLAND CENTER FOR CHILDREN.
authors.forename: William H
authors.initials: WH
authors.lastname: Ahearn
mesh_terms: D000124:Achievement; D000293:Adolescent; D001321:Autistic Disorder / Q000150:complications*; D002648:Child; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000209:etiology* / Q000534:rehabilitation*; D008297:Male; D019370:Observation; D010988:Play and Playthings; D011597:Psychomotor Performance; D013663:Teaching / Q000379:methods*; D016896:Treatment Outcome; D055815:Young Adult
keywords: autism; generalization; observational learning