The training and generalization of social interaction skills with autistic youth.

Two experiments were conducted to increase the initiations and duration of social interactions between autistic and nonhandicapped youths. Experiment 1 taught two autistic youths to initiate and elaborate social interactions with three age-appropriate and commonly used leisure objects; a radio, a video game, and gum. The students were first taught to use the objects and subsequently instructed in the related social skills. The youths generalized these social responses to other non-handicapped peers in the same leisure setting. A second experiment trained a third autistic youth to emit similar social leisure skills. The use of the leisure objects and the related social skills were taught at the same time. The autistic youth learned these skills and generalized them to other handicapped peers in the same leisure setting. The importance of teaching generalized social responding in particular subenvironments was emphasized.

Array properties and conservation of number performance with retarded adolescents and young adults.

A group of 31 institutionalized retarded adolescents responded to 18 conservation of number tasks. Within the range of each row containing 4 to 6 items, there was no significant effect on performance with variations in the total number of items or the numerical difference between rows. Unexpectedly, pre- and posttransformed arrays did not cause significant differences in judgment errors. When significant differences (p less than .01) did appear between transformed and untransformed arrays, it seemed to be due to a one-to-one correspondence existing in one of the arrays and not in the effect of a transformation. The optimal performance under one-to-one correspondence conditions and the observed, orderly decrease in correct responding was explained as a function of the number of contradictions in the stimulus array. The explanation of judgment errors being caused by contradictions between numerosity and length and/or density cues was interpreted within Brainerd's (1973a, 1973b) theory of the development of early number concepts.

Paired-associate learning and formal thinking in adolescence.

The development of paired-associate (PA) learning and formal thinking during adolescence was investigated with 78 sixth and tenth grade students. Group-administered tests of formal and divergent thinking were given in the tracked, classroom setting. The augmented PA treatment provided, and the minimal PA treatment did not provide, verbal and pictorial prompts. The percentages of children showing formal thinking increased and converged to the 40% mark for both high and average achievers. While the augmented treatment scores were significantly better than the minimal treatment ones, the evidence was ambiguous concerning whether there was a developmental improvement in spontaneous elaboration skills for high achievers. The hypothesis predicting PA learning to be positively related to divergent thinking, and negatively related to formal thinking, was not supported.