The best teaching approach may vary depending on the skill being taught, warranting research on skills such as eye contact and imitation¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q1
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors propose it would be interesting to examine whether skills such as eye contact or imitation are more readily learned through naturalistic programming, since the best approach may vary by skill. → Kane 2008

Evidence¶

Kane 2008¶

Kane, M., Connell, J. E., & Pellecchia, M. (2008). A Quantitative Analysis of Language Interventions for Children with Autism. The Behavior Analyst Today, 11(2). https://eric.ed.gov/?q=A+Quantitative+Analysis+of+Language+Interventions+for+Children+with+Autism

q1 · i? · quant-synthesis · r2

A future-directions statement in the Discussion offering no data or evidence; the article offers this as an open question rather than a tested result. The meta-analysis covered only spoken language dependent measures.

"For instance, it would be interesting to examine if skills such as eye contact or imitation are more readily learned through naturalistic programming. It is possible that the best approach varies depending on the skill being taught."

Discussion¶

Related Claims¶

• The usefulness of induction and errorful learning varies with the type of terminal task being taught — a broader claim this one bears on
• Contrived approaches show greater generalization of spoken language skills than naturalistic approaches in children with autism — related
• Naturalistic language interventions produce higher mean PND than contrived interventions during intervention conditions for children with autism — related