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Related Experiment Video

Updated: Jan 27, 2026

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Using Shaping to Teach Eye Contact to Children with Autism Spectrum Disorder.

Amelia M Fonger¹, Richard W Malott¹

¹Western Michigan University, 3740 Wood Hall, Kalamazoo, MI 49008-5439 USA.

Behavior Analysis in Practice

|March 29, 2019

Summary

This study demonstrates a shaping procedure to teach eye contact in children with autism spectrum disorder. The method successfully improved sustained eye contact without prompting, even in children with low baseline levels.

Keywords:

Autism spectrum disorder Early intervention Eye contact Shaping

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Published on: April 12, 2018

Area of Science:

Behavioral Psychology
Developmental Psychology
Clinical Psychology

Background:

Eye contact is crucial for social interaction and communication.
Children with autism spectrum disorder (ASD) often exhibit deficits in eye contact.
Existing methods may be ineffective for children with severe eye contact avoidance.

Purpose of the Study:

To teach sustained eye contact to preschool-aged children with ASD using a shaping procedure.
To generalize eye contact skills across different instructors and settings.
To establish a method for reducing reinforcement frequency and introducing instructional demands.

Main Methods:

A shaping procedure was employed to increase eye contact duration to 3 seconds.
Intervention involved teaching eye contact during breaks in instruction.
Reinforcement schedules were thinned, and generalization across instructors and locations was trained.

Main Results:

All three children achieved rapid and sustained eye contact.
Eye contact was maintained for at least 1 month post-intervention without prompting.
The procedure was effective even for children with severely low baseline eye contact.

Conclusions:

Shaping offers an effective, prompt-free method for teaching eye contact to young children with ASD.
This approach is suitable for children with significant eye contact challenges.
The study provides a practical technique for attention-getting prior to instructional demands.