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The development and functional control of reading-comprehension behavior

M S Rosenbaum, J Breiling

    Journal of Applied Behavior Analysis
    |January 1, 1976
    PubMed
    Summary
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    This study taught reading comprehension to an autistic child. The child

    Area of Science:

    • Behavioral psychology
    • Developmental psychology
    • Applied Behavior Analysis (ABA)

    Background:

    • Reading comprehension is crucial for learning.
    • Teaching reading comprehension to children with autism spectrum disorder (ASD) presents unique challenges.
    • Applied Behavior Analysis (ABA) offers effective strategies for skill acquisition in individuals with ASD.

    Observation:

    • A single autistic child participated in the study.
    • Reading comprehension was taught using a combination of verbal prompts, modeling, and physical guidance.
    • Performance was measured through motor behavior and picture selection in response to written instructions.

    Findings:

    • After initial training, the child's reading comprehension performance remained high even when rewards like candy, praise, and attention were removed.

    Related Experiment Videos

  • Performance significantly decreased when other people were absent, but returned to near-perfect levels when they were present.
  • The child's performance generalized to new tasks and different experimenters, indicating robust learning.

    • Implications:

    • Social presence, rather than tangible rewards, appears to be a critical factor in maintaining reading comprehension skills in this individual with ASD.
    • These findings highlight the importance of social environmental factors as setting events in behavioral interventions.
    • The study suggests that interventions for individuals with ASD should consider the role of social context in skill maintenance.