NORMAL PEER MODELS AND AUTISTIC CHILDREN'S LEARNING

Andrew L. Egel, Gina S. Richman, Robert L. Koegel

Research output: Contribution to journalArticlepeer-review

Abstract

Present research and legislation regarding mainstreaming autistic children into normal classrooms have raised the importance of studying whether autistic children can benefit from observing normal peer models. The present investigation systematically assessed whether autistic children's learning of discrimination tasks could be improved if they observed normal children perform the tasks correctly. In the context of a multiple baseline design, four autistic children worked on five discrimination tasks that their teachers reported were posing difficulty. Throughout the baseline condition the children evidenced very low levels of correct responding on all five tasks. In the subsequent treatment condition, when normal peers modeled correct responses, the autistic children's correct responding increased dramatically. In each case, the peer modeling procedure produced rapid achievement of the acquisition criterion which was maintained after the peer models were removed. These results are discussed in relation to issues concerning observational learning and in relation to the implications for mainstreaming autistic children into normal classrooms. 1981 Society for the Experimental Analysis of Behavior

Original languageEnglish (US)
Pages (from-to)3-12
Number of pages10
JournalJournal of applied behavior analysis
Volume14
Issue number1
DOIs
StatePublished - 1981

Keywords

  • autistic children
  • mainstreaming
  • modeling
  • peer models
  • stimulus control

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

Fingerprint Dive into the research topics of 'NORMAL PEER MODELS AND AUTISTIC CHILDREN'S LEARNING'. Together they form a unique fingerprint.

Cite this