Year: 2012
Type: article
Abstract: We evaluated the effects of monitoring responses on the acquisition of sight words with 3 children with autism. In the training condition, we taught participants a vocal imitation and matching response related to a peer's reading response. In another condition, participants were exposed only to a peer's reading responses. Participants read the words more accurately during test sessions when the monitoring response was required. Results and discussion highlight the importance of identifying component responses of observational learning and the need for additional research in this area.
Institution: Alpine Learning Group
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W1575851108