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Biomedical subjects

O I Lovaas

Publications and source records attributed to O I Lovaas.

12 recordsLinked to original sources
PubMed1992

The autistic label and its potentially detrimental effect on the child's treatment.

This study asks whether adults teach a child labeled "autistic" differently from a child labeled "normal". Twenty undergraduate college students served as student-teachers. Results showed that the student-teachers gave significantly more praise and reward marbles for incorrect responses, as well as significantly less verbal correction, when the child was labeled "autistic". The inference is that such treatment could make it more difficult for the autistic child to acquire new skills.

Adolescent↗
PubMed1992

Transfer of staff training from workshops to group homes: a failure to generalize across settings.

Two experiments were conducted to assess acquisition and generalization of skills acquired in a workshop by trainees who were primary caregivers on the staffs of group homes for developmentally disabled clients. In Study 1, 31 staff trainees received an intensive, 1-week workshop in behavioral theory and treatment techniques. When assessed at the workshop site, these staff trainees showed increased treatment skills, relative to 18 staff trainees who did not participate in the workshop. In Study 2, pre- and postworkshop observations were taken on 53 developmentally disabled clients in group homes where the staff trainees worked. These observations provided no evidence that the workshop had any effect on group home client functioning. Future training programs for caregivers may be more successful if they occur in the group home, involve clients in the home, and enlist the support of supervisory staff, rather than focusing only on primary caregivers.

Activities of Daily Living↗
PubMed1989

A comprehensive behavioral theory of autistic children: paradigm for research and treatment.

Although behavioral treatment is the most effective intervention currently available for autistic children, there have been no attempts to present a comprehensive behavioral theory of autistic children since Ferster (1961). The present paper is intended to fill this gap. Behavioral work is distinguished from traditional work with autistic children in three ways: (a) it focuses on specific behaviors rather than on the diagnostic entity of autism; (b) it emphasizes the immediate environment rather than etiology or early history; and (c) research is inductive rather than hypothetico-deductive. The behavioral theory derived from such work has four tenets: (a) autistic children's behaviors are consistent with laws of learning derived from the behavior of other organisms; (b) autistic children have many separate behavioral difficulties best described as a developmental delay; (c) despite their difficulties, many autistic children learn as much as other human beings in certain environments; and (d) their difficulties can be viewed as a mismatch between a deviant nervous system and average or typical environments rather than as a disease. A number of practical and theoretical problems remain that require further research and that would add to the present theory.

Autistic Disorder↗
PubMed1989

Clarifying comments on the young autism study: reply to Schopler, Short, and Mesibov.

Lovaas (1987) has been criticized for overstating the outcome of an intensive behavioral intervention for young autistic children. Part of the criticism reflects skepticism of Lovaas's view that it is possible to overcome autistic children's deficits. However, Lovaas's study built on a substantial body of research that has suggested just such a possibility. It also contained a number of methodological features that provide evidence supporting his interpretation of the outcome, notably, unbiased control groups and multiple pretreatment and follow-up measures.

Autistic Disorder↗
PubMed1979

An analysis of observational learning in autistic and normal children.

The present investigation studied observational learning in autistic children. Fifteen autistic and 15 normal children watched an adult model engage in a set of behaviors under specific verbal instructions. After observing this situation, the children were tested to determine what they had acquired through observation. The results showed that (1) the majority of the autistic and the youngest normal children acquired only some limited features of the observational situation and (2) chronological age was related to the amount of learning through observation in the normal children but not in the autistics. The deficit that the autistic children showed in observational learning may be related to a failure to discriminate or attend to the total stimulus input presented. Their failure in observational learning can be seen to contribute in a major way to the severely impoverished behavioral repertoires of these children.

Adolescent↗
PubMed1978

A comparison of human and automated instruction of autistic children.

While it appears reasonable to assume that the autistic child might benefit from the development of programmed instruction and teaching machines to teach imitation, concepts, and receptive vocabulary skills, no systematic research to date has seriously investigated such possibilities. The purpose of this study was to compare the effects of automated versus teacher-controlled instruction in the education of autistic children. Four autistic children, each with extreme deficits in language, social, and self-care behaviors, were trained on a matching-to-sample task under three different instructional situations within an intrasubject replication design and multiple baseline procedure. Analysis of the data showed the following results: (1) The teacher, manually operating the teaching machine, was able to teach and maintain the matching-to-sample task; (2) the same autistic children did not acquire or maintain the task when taught by the machine alone; and (3) the teacher alone (without the machine) was able to teach and maintain the task. The results suggest that automated instruction may, at least, serve as a valuable aid to teachers of autistic children. However, before machines can be used without the participation of a trained teacher, further research appears necessary. Several areas, including the role of motivation in automated instructional settings, the saliency and effectiveness of reinforcers, and the importance of controlling antecedent stimulus conditions and off-task behavior are discussed as areas of primary concern in the development of automated instruction for autistic children.

Adolescent↗
PubMed1976

Stimulus overselectivity: a common feature in autism and mental retardation.

Groups of children with different IQ levels were trained to discriminate between stimulus cards containing two or more pictures. In subsequent testing the pictures were presented singly in order to determine how many pictures the child had responded to during discrimination training. The data showed that the lower the IQ, the fewer pictures the child responded to. We speculated that intellectually retarded functioning may be related to problems in overselective attention; the lower a person's IQ level, the less of the environment becomes functional in controlling his behavior.

Adolescent↗
PubMed1975

Control of echolalic speech in psychotic children.

Immediate echolalia, a common language disorder in psychotic children, was studied in a series of replicated single-subject designs across six schizophrenic and five normal children. In Experiment 1, each child was presented with several questions and commands, some of which set the occasion for specific, appropriate responses and some of which did not. The former were referred to as discriminative stimuli and the latter, as neutral stimuli. The psychotic children tended to echo the neutral stimuli while responding appropriately to the discriminative stimuli; the normal children, in contrast, typically echoed neither type of stimulus. In Experiment 2, three psychotic children were taught appropriate responses to each of several neutral stimuli. Following this training, the children generally responded appropriately to these stimuli without echoing. A plausible interpretation of these results is that the neutral stimuli were initially incomprehensible or meaningless to the children (whereas the discriminative stimuli were comprehensible or meaningful) and that verbal incomprehensibility may be one important determinant of immediate echolalia. Finally, the results are noteworthy in that they isolate a sufficient treatment variable (i.e., the reinforcement of alternative, nonecholalic responses) for eliminating instances of this language anomaly.

Adolescent↗