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Teacher verbalizations and task performance with autistic children.

V Hughes, M R Wolery, R S Neel

    Journal of Autism and Developmental Disorders
    |September 1, 1983
    PubMed
    Summary
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    Teacher verbalizations improved task performance in autistic children. This study explored how verbal cues impact learning and correct responding in children with autism, offering educational insights.

    Area of Science:

    • Behavioral Psychology
    • Developmental Psychology
    • Special Education

    Background:

    • Understanding factors influencing learning in autistic children is crucial.
    • Teacher interaction strategies can significantly impact educational outcomes.
    • Autism Spectrum Disorder (ASD) presents unique learning profiles.

    Purpose of the Study:

    • To examine the effect of teacher verbalizations on task performance in autistic children.
    • To assess the impact of verbal cues within a positive reinforcement framework.
    • To analyze the relationship between verbalizations and correct responding in children with ASD.

    Main Methods:

    • Utilized an A-B-A-B withdrawal design for within-subjects comparison.
    • Conducted individual sessions with two autistic children.

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  • Employed both easy and difficult tasks to assess generalization.

    • Main Results:

    • Teacher verbalizations led to increased correct responding on both easy and difficult tasks.
    • Observed a positive correlation between verbal cues and task accuracy.
    • The effects were noted even with non-contingent positive reinforcement.

    Conclusions:

    • Teacher verbalizations appear to be an effective strategy for enhancing task performance in autistic children.
    • Findings suggest potential roles for negative reinforcement and demand characteristics.
    • Results have direct implications for designing educational interventions for children with ASD.