Establishing Contextual Control over Symmetry and Asymmetry Performances in Typically Developing Children and Children with Autism

Abstract

Experiments 1, 2, and 3 investigated generalized contextually controlled symmetry and asymmetry in typically developing children and children with autism. In Experiment 1, eight typically developing children demonstrated the target performances without intervention. In Experiment 2, multiple-exemplar training and the use of familiar stimuli appeared to be effective in establishing the target performances for some of the children with autism. Experiment 3 examined an alternative intervention, based on alternating between correct and incorrect responding, for children with autism who appeared to have even greater difficulties in establishing contextually controlled symmetry and asymmetry. The findings are discussed in the context of the existing literature and interventions for establishing new repertoires in children with developmental disabilities.