Visual overselectivity: a comparison of two instructional remediation procedures with autistic children

The present study compared two classroom-relevant procedures for remediating visual overselectivity in autistic children. One approach was based on perceptual-motor theory in which possible relationships between functional object-use and overselectivity were studied. The second strategy, equivalence training, used a four-step stimulus shift procedure. A comparison group of autistic children was exposed to simple repeated practice trials with the test tasks. Results showed that equivalence training was more effective than functional object-use in improving posttest scores, with repeated practice falling in between. The results are discussed in terms of theoretical and practical issues relating to stimulus overselectivity, including the incorporation of microcomputer technology.