SYSTEMATIC OBSERVATION OF CLASSROOM-BEHAVIOR OF RETARDED AND AUTISTIC PRESCHOOL-CHILDREN

Abstract

Two groups of 6 children, previously diagnosed as autistic and mentally retarded, were observed for seven 20 min sessions. The following environmental parameters were manipulated: teacher-to-child ratio, presence of food reinforcement and skill area being presented. Behavior under observation fell into 3 classes: adaptive performance (percentage response and percentage correct), attention and maladaptive behavior. Food reinforcement and the 1:1 teacher-to-child ratio may not generally enhance adaptive performance but may have an effect upon attention and tantrum behavior. Attention to task was more predictive of adaptive behavior than attention to teacher. Interactions were generally lacking between the above parameters and diagnostic group, while level of functioning did show such interactions. The practice of individual behavioral assessment of autistic and retarded children was supported. The present procedure, coupled with statistical analysis for individual subjects, may provide educational prescriptions for individual children.