Observational learning and the formation of classes of reading skills by individuals with autism and other XXXX .

@entity1 @entity717
We investigated whether individuals with @entity717 will demonstrate stimulus classes after observing another individual demonstrate the prerequisite conditional discriminations. In Experiment 1, @entity1 learned conditional discriminations among dictated words, pictures, and printed words. They also observed a model without disabilities demonstrate conditional discriminations among a different set of dictated words, pictures, and printed words. The classes assigned to each @entity1 belonged to a larger superordinate category, as did the classes assigned to each model. The superordinate categories were different for @entity1 and models. All @entity1 subsequently demonstrated full stimulus classes with the stimuli involved in direct training: They named pictures, read printed words, and matched pictures and words to one another. However, based on observing a model, none of the @entity1 demonstrated full stimulus classes. In Experiment 2, @entity1 learned conditional discriminations among the stimuli in three sets, and observed a model's training with the stimuli in three different sets. The classes assigned to each @entity1 belonged to the same larger superordinate category as did those assigned to their respective model. All @entity1 subsequently demonstrated full stimulus classes with the stimuli involved in direct training. They also demonstrated full classes with at least one of their model's sets of training stimuli. When full stimulus classes did not occur from observing a model, @entity1 named the model's pictures, read the model's printed words, or matched the model's pictures and words. Stimulus class technology, coupled with the opportunity to observe another individual perform a skill, may be an economical and efficient means of teaching @entity1 with @entity717 .
