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Learning as a Function of Event Participation Among Children Diagnosed with Autism Spectrum Disorders

出版	Michigan State University. Department of Communicative Sciences and Disorders, 2007
URL	http://books.google.com.hk/books?id=Pym8qbpYt9EC&hl=&source=gbs_api

註釋Abstract: Little empirical treatment outcome research exists for children diagnosed with Autism Spectrum Disorder (ASD). There is a critical need to understand the nature of learning in children diagnosed with ASD so effective treatments can be designed and implemented. This study demonstrated the differential effects of two intervention conditions on verbal and nonverbal learning within the context of a novel event structure. The two treatment conditions were labeled as the observation and the participation conditions. Thirty-four children, diagnosed with ASD, were matched and randomly assigned to one of two teaching conditions. The seventeen children assigned to the observation condition received visual and auditory input while observing a juice-making task. The seventeen children in the participation condition received visual, auditory, and tactual-kinesthetic input while they participated in making orange juice. Six measurements were used to evaluate participant learning. Four of them evaluated verbal learning and two evaluated nonverbal learning. The verbal measures, obtained at four different points in time, were comprised of three types of questions: (1) confrontational naming, (2) recognition, and (3) WH-questions. Two nonverbal measures, a nonverbal score and a nonverbal rating, were obtained at two points in time.