Audience Control and the Emission of Stereotypy and Social Verbal Exchanges in Children With Autism and Developmental Di
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RESEARCH ARTICLE
Audience Control and the Emission of Stereotypy and Social Verbal Exchanges in Children With Autism and Developmental Disabilities Jessica Singer-Dudek 1
&
Victoria Sterkin 1 & Lisa Gold Linden 1
# Association for Behavior Analysis International 2020
Abstract In 2 experiments, using a within-subjects alternating-conditions design, we measured our participants’ stereotypic and verbal behavior under 2 audience conditions. Our participants were 8 children, ages 10 and 11 years, diagnosed with autism and related developmental disabilities. We measured the percentage of intervals with occurrences of stereotypy (Experiment 1) and the number of verbal operants emitted per minute (Experiment 2) in the presence of 2 types of audiences: members of the participants’ own special education class and typically developing peers from general education classes. Results from both experiments demonstrated that participants emitted a lower percentage of intervals with stereotypy and higher rates of social verbal operants in the presence of their typically developing peers than in their self-contained special education classrooms. Keywords Audience control . Inclusion . Stereotypy . Verbal operants
The question of whether to include children with developmental disabilities, including autism, in general education (GE) settings is of great importance to parents and educators alike. A large body of research has demonstrated that peers can serve as effective models for children with disabilities, provided that they demonstrate the necessary observing responses and subsequent duplication or emulation of the model’s behavior to match the contingency observed (Alquraini & Gut, 2012; Bandura, 1977; Browder, Schoen, & Lentz, 1986; Catania, 2013; DeQuinzio & Taylor, 2015; Fryling, Johnston, & Hayes, 2011; MacDonald & Ahearn, 2015; Ogelman & Seçer, 2012; Rafferty, Piscitelli, & Boettcher, 2003; Taylor & DeQuinzio, 2012). Research has demonstrated the effects of peer models on social behaviors, as well as on the learning of new responses (Charlop, Schreibman, & Tryon, 1983; Egel, Richman, & Koegel, 1981; Greer, Singer-Dudek, & Gautreaux, 2006; Jones & Schwartz, 2004; Lanter & SingerDudek, 2020; Lee, Odom, & Loftin, 2007; Lord & Hopkins, 1986; Singer-Dudek, Choi, & Lyons, 2013; Strain & Timm, 1974). Often children with developmental disabilities are included with their typically developing peers in order to * Jessica Singer-Dudek [email protected] 1
Teachers College, Columbia University, Box 223, 525 West 120th Street, New York, NY 10027, USA
provide opportunities to learn or improve social behaviors, but it is uncertain whether educators are making these decisions based on empirical measures of children’s readiness to be included. It is not enough that peers simply model appropriate behavior. In order for children to benefit socially from inclusive settings, interactions with peers must be mutually reinforcing for both the child with the disability and the peer. The presence of individuals who have previously
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