Skill Acquisition by Children with Autism: Influence of Prompts

1991 ◽  
Vol 8 (4) ◽  
pp. 357-366 ◽  
Author(s):  
Greg Reid ◽  
Douglas Collier ◽  
Michelle Cauchon
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Children With Autism ◽  
Effective Model ◽  
Instructional Models ◽  
Autistic Children ◽  
Motor Skill Acquisition ◽  
Limited Support

Visual, verbal, and physical prompting systems promote motor skill acquisition in learners who are autistic (Collier & Reid, 1987). The purpose of the present study was to contrast the effectiveness of two instructional models, one that emphasized visual prompting and one that stressed physical prompting. Both models were designed to teach autistic children a bowling skill that was subdivided into 19 task analytic steps. All four subjects received 120 trials under both instructional models in a counterbalanced fashion. It was hypothesized that physical prompting would be the most effective model, but only limited support was generated in this regard. The subjects did benefit from carefully designed instruction, however, thus replicating previous findings.

Using questions to facilitate motor skill acquisition

1997 ◽  
Vol 61 (1) ◽  
pp. 56-65 ◽  
Author(s):  
GW Knight ◽  
PJ Guenzel ◽  
P Feil
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Motor Skill Acquisition

The Effect of Aimed Movements in Sequenced Motor Skill Learning Motor Skill Acquisition Using Aiming and the SRTT

2008 ◽  
Author(s):  
Michelle V. Thompson ◽  
Janet L. Utschig ◽  
Mikaela K. Vaughan ◽  
Marc V. Richard ◽  
Benjamin A. Clegg
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Skill Acquisition

A Dual Process Account of Coarticulation in Motor Skill Acquisition

2013 ◽  
Vol 45 (6) ◽  
pp. 531-549 ◽  
Author(s):  
Ashvin Shah ◽  
Andrew G. Barto ◽  
Andrew H. Fagg
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Dual Process ◽  
Motor Skill Acquisition

Motor Skill Acquisition in Children with Developmental Coordination Disorder

1994 ◽  
Vol 11 (2) ◽  
pp. 214-235 ◽  
Author(s):  
Cheryl Missiuna
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Developmental Coordination Disorder ◽  
Matched Control ◽  
Motor Skill Acquisition ◽  
Rate Of Learning ◽  
Stages Of Learning ◽  
Coordination Disorder ◽  
Effect Of Age

Children with developmental coordination disorder (DCD) demonstrate coordination difficulties during the learning of novel motor skills; no previous studies, however, have investigated their ability to learn and then generalize a new movement. This study compared 24 young children with DCD with 24 age-matched control children (AMC) during the early stages of learning a simple aiming task. Children with DCD were found to perform more poorly than their peers on measures of acquired motor skill, and to react and move more slowly at every level of task performance. The effect of age and its relationship to practice of the task was also different within each group. The groups did not differ, however, in their rate of learning, or in the extent to which they were able to generalize the learned movement. Children with DCD sacrificed more speed than the AMC group when aiming at a small target, but the effects of amplitude and directional changes were quite similar for each group. The implications of these findings are discussed.

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