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Small Group Instruction for Students With Autism: General Case Training and Observational Learning

^* To whom correspondence should be addressed. E-mail: eltekin{at}anadolu.edu.tr.

	Abstract

A multiple-probe design across response chains and students was used to evaluate the combined instructional effects of progressive time delay, general case training, and observational learning, on the food and drink preparation skills of three children with autism. All instruction was delivered in a group learning arrangement. The data suggested that these students acquired and maintained the targeted skills through the use of these instructional techniques. In addition, students were able to acquire response chains by observing the other student in the group and appeared to generalize the acquired skills to similar response chains. The implications for future research are discussed.

First published on October 21, 2008
The Journal of Special Education 2008, doi:10.1177/0022466908325219


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