Whether a child with autism spectrum disorder will exhibit observational learning may depend on their attention to and the stimulus modalities of the observed contingency. We used multiple-probe and repeated-acquisition designs to test observational learning across a diverse set of contingencies, which included hidden edible, hidden toy, hidden video, tact, receptive identification, and intraverbal contingencies. During preteaching, 2 children with autism spectrum disorder showed observational learning with some contingencies. After learning to engage in differential observing responses for observed behaviors and consequences with the hidden-video contingency, 1 child showed generalization of observational learning with receptive identification and intraverbals. Neither child showed generalization with the tact contingency. Thus, teaching was initiated with the tact contingency, which led to generalization of observational learning with tacts. The efficacy of teaching differential observing responses over observational learning was demonstrated. Inconsistent observational learning across contingencies suggests scientist-practitioners should assess observational learning across a variety of contingencies.

中文翻译：

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不同的观察反应对跨多种突发事件的观察学习的影响

自闭症谱系障碍儿童是否会表现出观察性学习可能取决于他们对观察到的偶然性的关注和刺激方式。我们使用多探针和重复获取设计来测试各种突发事件中的观察学习，其中包括隐藏的可食用、隐藏的玩具、隐藏的视频、机智、接受性识别和语言内的突发事件。在预教期间，2名自闭症谱系障碍儿童表现出观察性学习，并伴有一些偶然性。在学习对隐藏视频意外事件的观察行为和后果进行差异观察反应后，1 名儿童表现出具有接受性识别和语言内的观察学习的概括。两个孩子都没有表现出对机智偶然性的概括。因此，教学是从机智的偶然性开始的，这导致了观察性学习与机智的普遍化。证明了教授差异观察反应对观察学习的有效性。跨突发事件不一致的观察学习表明，科学家从业者应该评估跨各种突发事件的观察学习。