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West, Melina J.; Angwin, Anthony J.; Copland, David A.; Arnott, Wendy L.; Nelson, Nicole L. – Journal of Child Language, 2022
Emotion can influence various cognitive processes. Communication with children often involves exaggerated emotional expressions and emotive language. Children with autism spectrum disorder often show a reduced tendency to attend to emotional information. Typically developing children aged 7 to 9 years who varied in their level of autism-like…
Descriptors: Emotional Response, Autism, Pervasive Developmental Disorders, Cues
Hashimoto, Teruo; Yokota, Susumu; Matsuzaki, Yutaka; Kawashima, Ryuta – Autism: The International Journal of Research and Practice, 2021
Atypical learning and memory in early life can promote atypical behaviors in later life. Less relational learning and inflexible retrieval in childhood may enhance restricted and repeated behaviors in patients with autism spectrum disorder. The purpose of this study was to elucidate the mechanisms of atypical memory in children with autism…
Descriptors: Autism, Pervasive Developmental Disorders, Learning Processes, Memory
Hugh, Maria Lemler; Conner, Carlin; Stewart, Jennifer – Office of Special Education Programs, US Department of Education, 2018
Students who are slow to respond to traditional instruction and intervention require intensified intervention. Visual Activity Schedules (VAS) are an evidence-based type of visual support that provide sequential organization of the steps for an activity or skill. VAS can be aligned with individual student needs, including behavioral support. VAS…
Descriptors: Teaching Methods, Intervention, Autism, Pervasive Developmental Disorders
Kelly, Michelle P.; Leader, Geraldine; Reed, Phil – Journal of Autism and Developmental Disorders, 2015
The current experiment investigated the extent to which three variables (autism severity, nonverbal intellectual functioning, and verbal intellectual functioning) are associated with over-selective responding in a group of children with Autism Spectrum Disorder. This paper also analyzed the association of these three variables with the recovery of…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Stimuli
Steinbrenner, Jessica R.; Hume, Kara; Odom, Samuel L.; Morin, Kristi L.; Nowell, Sallie W.; Tomaszewski, Brianne; Szendrey, Susan; McIntyre, Nancy S.; Yücesoy-Özkan, Serife; Savage, Melissa N. – FPG Child Development Institute, 2020
Autism is currently one of the most prominent and widely discussed human conditions. Its increased prevalence has intensified the demand for effective educational and therapeutic services, and intervention science is providing mounting evidence about practices that positively impact outcomes. The purpose of this report is to describe a set of…
Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Children
Barnes, Geoffrey Prescott – ProQuest LLC, 2010
Drawing upon video recordings over two years, teacher interviews, school reports, and field notes, this practitioner research study described and analyzed 16 video excerpts from a music therapy group in a public preschool class serving 14 children with autism, for durations ranging from two to sixteen months. The research centered on three of the…
Descriptors: Video Technology, Verbal Communication, Nonverbal Communication, Music
Bloh, Christopher – Analysis of Verbal Behavior, 2008
The purpose of this study was to evaluate the effectiveness of 2 transfer of stimulus control procedures to teach tacting to individuals with autism. Five participants with differing verbal skills were assessed by a subset of the ABLLS prior to intervention, then were taught 36 previously unknown tacts using the receptive-echoic-tact (r-e-t) and…
Descriptors: Autism, Intervention, Verbal Ability, Learning Processes
Zalla, Tiziana; Sav, Anca-Maria; Leboyer, Marion – Research in Autism Spectrum Disorders, 2009
In the present study, performance of a group of adults with Asperger Syndrome (AS) on two series of object reversal and extinction was compared with that of a group of adults with typical development. Participants were requested to learn a stimulus-reward association rule and monitor changes in reward value of stimuli in order to gain as many…
Descriptors: Stimuli, Autism, Asperger Syndrome, Interpersonal Relationship
Fisher, Wayne W.; Kodak, Tiffany; Moore, James W. – Journal of Applied Behavior Analysis, 2007
Least-to-most prompting hierarchies (e.g., progressing from verbal to modeled to physical prompts until the target response occurs) may be ineffective when the prompts do not cue the individual to attend to the relevant stimulus dimensions. In such cases, emission of the target response persistently requires one or more of the higher level…
Descriptors: Stimuli, Prompting, Autism, Novelty (Stimulus Dimension)

Freeman, B. J.; And Others – 1977
Examined were the effects of number of stimuli and of two different stimulus modalities on the discrimination learning of 17 autistic children (mean age 57 months). Discrimination training was carried out in three groups with varied light and sound stimuli. Among findings was that mental age was negatively correlated with trials to criterion and…
Descriptors: Auditory Stimuli, Autism, Discrimination Learning, Early Childhood Education

Edwards, Jean L.; And Others – Journal of Autism and Childhood Schizophrenia, 1976
Descriptors: Auditory Stimuli, Autism, Case Studies, Children
Subiaul, Francys; Lurie, Herbert; Romansky, Kathryn; Klein, Tovah; Holmes, David; Terrace, Herbert – Cognitive Development, 2007
Individuals diagnosed with autism suffer from numerous social, affective and linguistic impairments. It has also been suggested that they have a global imitation deficit. That hypothesis, however, is compromised by the fact that individuals with autism suffer from various motor impairments. Here we describe an experiment on cognitive imitation, a…
Descriptors: Imitation, Autism, Cognitive Processes, Preschool Children

Hermelin, Beate – Journal of Autism and Childhood Schizophrenia, 1972
Descriptors: Auditory Stimuli, Autism, Cognitive Processes, Emotional Disturbances
Zouzounis, Joyce A.; And Others – 1980
The efficacy of three types of prompt fading procedures used in teaching discrimination tasks was investigated in eight autistic and three nonautistic students (5 to 12 years old) with varying intellectual abilities. Results showed no significant difference in task acquisition between within stimulus distinctive, extra stimulus nondistinctive, and…
Descriptors: Autism, Exceptional Child Research, Learning Processes, Prompting

Hedbring, Charles; Newsom, Crighton – Journal of Autism and Developmental Disorders, 1985
Results of a study involving 60 autistic children (three-16 years old) showed that equivalence training was more effective than functional object-use in improving posttest scores on visual overselectivity. (Author/CL)
Descriptors: Autism, Elementary Secondary Education, Intervention, Learning Processes
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