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27 maj 2015 · Individuals with autism lack the skills necessary to benefit from observational learning (Varni et al. 1979), which highlights the importance of teaching skills to increase the likelihood of observational learning occurring (Plavnick and Hume 2014; Robertson and Biederman 1989; Taylor et al. 2012).
1 sty 2021 · The process of observational learning occurs without any direct instruction or reinforcement (Catania 2007; MacDonald and Ahearn 2015). Observational learning is comprised of four discrete skills: attention, generalized imitation, delayed imitation, and consequence discrimination.
8 sty 2019 · Observational learning requires the coordination of cognitive functions and the processing of social information. Due to the “social” abilities underlying observational learning, the study of this process in individuals with limited social abilities such as those affected by Autism Spectrum Disorders (ASD) is worthy of being investigated.
Specific learning disabilities (SLD) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to human conditions.
16 lis 2011 · Research has demonstrated that children with autism do not readily learn by observing others (Varni, Lovaas, Koegel, & Everett, 1979), and they show deficits in skills that may be associated with observational learning, such as attending (Patten & Watson, 2011) and imitating (Williams, Whiten, & Singh, 2004).
18 wrz 2021 · Classroom observation research plays an important role in policy, practice, and scholarship for students with disabilities. When interpreting results of observation studies, it is important to consider the validity evidence provided by researchers and how that speaks to the intended use of those results. In this literature synthesis, we used ...
23 mar 2021 · Unlike general education learning environments, much less is known about the reliability of observing classrooms that service students with disabilities. In this study, we evaluated the reliability of special-education classroom observation by school personnel.
