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Query: UMLS:C0004352 (autism)
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J Autism Dev Disord 1979 Dec
PMID:Special issue on behavioral research. 52 27


J Autism Dev Disord 1979 Dec
PMID:Teaching functional speech to the severely handicapped: current issues. 52 28

Three questions are raised with respect to the use of sign language as an alternative system of communication for nonverbal autistic children. First, does teaching a child to sign facilitate speech development? The data suggest that following simultaneous communication training, mute children are not likely to learn to talk; however, a combination of simultaneous communication training and separate vocal training may have a synergetic effect on speech development. In contrast, children who initially have good verbal imitation skills apparently show gains in speech following simultaneous communication training alone. Second, what is the upper limit of sign acquisition? Data suggest that abstract concepts, syntax, and generative skills can be taught. Procedures used in the operant conditioning of speech may prove useful in training complex signing skills. Third, does sign acquisition result in a general improvement in adaptive functioning? It appears that following sign training, some children do show increases in spontaneous communication, decreases in self-stimulatory behavior, and improvement in social skills. However, these outcomes are often difficult to interpret. Some data are described that help clarify the relationship between sign training and general behavioral improvement.
J Autism Dev Disord 1979 Dec
PMID:Teaching autistic children to use sign language: some research issues. 52 29

A method for choosing effective teaching procedures for difficult-to-teach children is proposed. Assessment of child responses during teaching that involves gradually increasing environmental support in the learning setting is the basis for choice. The levels of environmental support in which child responses are assessed are (1) trial-and-error procedures; (2) increased environmental support involving analyses of reinforcement systems, incompatible responses, and prerequisite skills, as well as the most effective use of instructional control; and (3) errorless-learning procedures. Effects of instructions upon learning are discussed in terms of instructional detail and pacing, as well as with respect to the role of instructions in feedback and progressively delayed cue procedures. Stimulus shaping and stimulus fading are discussed in terms of the effectiveness of each for teaching children who have difficulty learning with more traditional procedures. The importance of the incorporation of criterion-related cues when utilizing stimulus shaping or fading is emphasized. It is proposed that an assessment of child responses should be made with respect to the three general levels of environmental support, as well as from sublevels within these, in order to choose the simplest but still effective alternative procedure for teaching difficult-to-teach children.
J Autism Dev Disord 1979 Dec
PMID:The simplest treatment alternative: the law of parsimony applied to choosing appropriate instructional control and errorless-learning procedures for the difficult-to-teach child. 52 30

Recent research demonstrated that when autistic children are presented a discrimination task with multiple cues, they typically respond to an abnormally limited number, usually one, of the available cues. This phenomenon, termed "stimulus overselectivity," has been implicated as a possible basis for many of the behavioral deficits characteristic of autism. The present investigation was conducted to systemically analyze the effects of changing the schedules of reinforcement during discrimination training on subsequent stimulus overselectivity. Twelve autistic children were taught a discrimination involving multiple visual cues, with a CRF schedule of reinforcement. The children were then overtrained on either the same (CRF) schedule or on a partial (VR:3) reinforcement schedule. Subsequent overselectivity on single-cue test trials was then assessed. Results suggested that significantly less overselectivity occurred when the children were presented with the VR:3 reinforcement schedule during overtraining. These results are discussed in terms of variables influencing overselectivity and in terms of implications for designing treatment procedures for autistic children.
J Autism Dev Disord 1979 Dec
PMID:The effects of schedule of reinforcement on stimulus overselectivity in autistic children. 52 31

Food satiation and oral hygiene punishment were used to treat the non-life-threatening rumination of two institutionalized profoundly retarded persons. Satiation consisted of allowing the clients to eat until a satiation criterion of food refusal was achieved or until two full meal portions were consumed. The oral hygiene procedure consisted of cleansing the clients' teeth and gums with Listerine for 2 minutes following each instance of rumination. In the formal study, three conditions--baseline, satiation, and satiation plus oral hygiene--were used following the lunch meal in a multiple-baseline across-subjects design. One client's rumination decreased from an average of 89.5% during baseline to 48.8% during the satiation condition and to 3% during satiation plus oral hygiene. The second client's rumination decreased from a baseline average of 49.9% to 7.9% during satiation and to 1.4% during satiation plus oral hygiene. Generalization probes taken following the breakfast and dinner meals showed a systematic decline in rumination as the various conditions were implemented following the lung meal. In the 16-week follow-up, rumination was treated following all meals with oral hygiene, and satiation was used at one of the daily meals for 1 week on a rotating basis. Rumination remained at a near-zero level following all meals throughout the follow-up. Thereafter, a maintenance program was conducted by the ward staff. The satiation plus oral hygiene punishment treatment program appears to be an immediate, effective, enduring, and humane method of treating the non-life-threatening rumination of retarded individuals.
J Autism Dev Disord 1979 Dec
PMID:A food satiation and oral hygiene punishment program to suppress chronic rumination by retarded persons. 52 32

The literature on various aspects of learning and performance in autistic children is reviewed and interpreted as indicating very little that is specific to autism. Inadequate and inconsistent methodology precludes generalizations concerning the nature of the disorder. It is suggested that future research should be particularly concerned with controlling for developmental influences on performance, and with investigation of the higher functioning autistic children who are less governed by retardation factors. The current evidence is considered to support a hypothesis concerning abnormal hemisphere functioning in this group of children.
J Abnorm Child Psychol 1979 Dec
PMID:Cognitive abilities and disabilities in infantile autism: a review. 52 63

This paper presents a well-documented case of monozygotic male twins concordant for infantile autism, with a twelve-year follow-up. Assessments include birth records, laboratory studies, physical measurements, psychometrics and quantifiable behavioural ratings by independent raters using multiple scales. Possible aetiological factors of infantile autism, as well as outcome are discussed.
Br J Psychiatry 1977 Dec
PMID:Monozygotic twins concordant for infantile autism: follow-up. 56 53

This paper tests various hypotheses about deviance in the communication of mothers to their autistic children. The language of mothers of 13 autistic boys is compared to the language of mothers of 13 boys with developmental receptive dysphasia. The two groups of boys are of similar age, nonverbal intelligence, and language level. The language samples come from hour-long taped interactions between the mothers and their children in their homes. Aspects of maternal communication that are examined include: the amount of language used, the frequency usage of different types of utterances, the syntactic complexity of utterances, the grammaticality of utterances, the clarity of communication, and the tones of voice used. No differences were found between the two groups of mothers in level of language usage, pattern of functional interaction, or in overall clarity of communication. In conclusion, the findings of this study provide no support for the suggestion that autism is due wholly or in part to deviant patterns of mother-child communication.
J Autism Child Schizophr 1977 Dec
PMID:Families of autistic and dysphasic children. II. Mothers' speech to the children. 59 34

Although elusive, generalization of behavior change in autistic children is essential to obtaining maximum treatment effects. Using behaviorally based treatment and teachers and parents as trainers, generalization effects between home and school were measured on four behaviors: following instructions, washing, wiping bottom, and sharing toys. The results indicate that both settings were effective in establishing generalization. Behaviors treated in one setting generalized to another when children were provided with an opportunity for daily practice. Treatment with practice in other settings is possible in contrast to providing treatment on the same behavior in both settings.
J Autism Child Schizophr 1977 Dec
PMID:Establishing generalization effects among autistic children. 59 35


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