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The "silent dog" method: analyzing the impact of self-generated rules when teaching different computer chains to boys
Erik Arntzen1, Lill-Beathe Halstadtro, Monica Halstadtro
1Akershus University College, St. Olavs Hospital/Trondsletten Habilitation Services, and Byasen High School, Norway.
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.
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