[article] 
inJournal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.86-103

Titre :	Observational and Incidental Learning by Children with Autism during Small Group Instruction
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jennifer R. LEDFORD, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur
Année de publication :	2008
Article en page(s) :	p.86-103
Langues :	Anglais (eng)
Mots-clés :	Autism Observational-learning Incidental-learning Small-group-instruction Instructive-feedback Sight-word-reading Constant-time-delay-(CTD)
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-007-0363-7
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

[article] Observational and Incidental Learning by Children with Autism during Small Group Instruction [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur . - 2008 . - p.86-103.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.86-103

Mots-clés :	Autism Observational-learning Incidental-learning Small-group-instruction Instructive-feedback Sight-word-reading Constant-time-delay-(CTD)
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-007-0363-7
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316