Learning through observation: The effects of peer modeling on acquisition and generalization in autistic children

Abstract

The purpose of this study was to systematically determine whether low-functioning autistic children [MA of approximately half of their CA or less] could learn through observation by the use of a peer modeling procedure. Since modeling is less structured than traditional one-on-one procedures, it was also thought that modeling might facilitate subsequent generalization of tasks learned through observation. Four autistic children were taught two receptive labeling tasks. One task was taught by a traditional trial-and-error procedure, while the other task was taught by a modeling procedure wherein the models were other autistic children. Results indicated that all four children learned through observation of their peer model. Additionally, generalization and maintenance of correct responding were superior when the children learned through observation rather than by trial and error. These results are discussed in terms of the modeling literature, generalization issues, and implications for designing teaching settings for autistic children.

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

“…Interestingly, modeling is also effective for children with "abnormal" cognitive development. Such studies have shown that peer modeling, but not adult modeling, is effective for educable mentally retarded children (e.g., Barry and Overman 1977) and autistic children (e.g., Charlop et al 1983). Bandura (1986) has also noted the important mediating role of prior knowledge in learning from modeling examples.…”

Classwide Peer Tutoring: An Integration Strategy to Improve Reading Skills and Promote Peer Interactions Among Students With Autism and General Education Peers

“…A strong case has been made for peerinvolved procedures such as modeling, prompting, and cross-age tutoring (e.g., Charlop, Schreibman, & Tryon, 1983;Egel, Richman, & Koegel, 1981;Kamps, Locke, Delquadri, & Hall, 1989). In addition, various investigations have demonstrated peer strategies to be an appropriate vehicle for improving social skills and development.…”

Increasing Autistic Children's Spontaneous Verbalizations of Affection: An Assessment of Time Delay and Peer Modeling Procedures

“…Specifically, a time delay procedure (Charlop et al, 1985;Halle, Marshall, & Spradlin, 1979) (Charlop, Schreibman, & Tryon, 1983;Egel, Richman, & Koegel, 1981) were used in an attempt to teach the children to spontaneously vocalize "I like you" or "I love you" in response to a hug by a familiar person or their mother, respectively. We employed the definition of spontaneity used in Charlop et al (1985): "a verbal response to a nonverbal discriminative stimulus in the absence of a verbal discriminative stimulus."…”