In 2 experiments, using a within-subjects alternating-conditions design, we measured our participants’ stereotypic and verbal behavior under 2 audience conditions. Our participants were 8 children, ages 10 and 11 years, diagnosed with autism and related developmental disabilities. We measured the percentage of intervals with occurrences of stereotypy (Experiment 1) and the number of verbal operants emitted per minute (Experiment 2) in the presence of 2 types of audiences: members of the participants’ own special education class and typically developing peers from general education classes. Results from both experiments demonstrated that participants emitted a lower percentage of intervals with stereotypy and higher rates of social verbal operants in the presence of their typically developing peers than in their self-contained special education classrooms.

中文翻译：

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自闭症和发育障碍儿童的观众控制和刻板印象和社会言语交流的排放

在 2 个实验中，我们使用受试者内部交替条件设计，测量了参与者在 2 个观众条件下的刻板印象和言语行为。我们的参与者是 8 名儿童，年龄分别为 10 岁和 11 岁，被诊断出患有自闭症和相关的发育障碍。我们测量了出现刻板印象的时间间隔百分比（实验 1）和每分钟发出的言语操作数（实验 2）在两种类型的观众面前：参与者自己的特殊教育班级的成员和来自通识教育课程。