Task Performance, Attention and Classroom Behavior of Seriously Disturbed, Communication-Impaired, 'Autistic'-Type Children under Conditions of Reduced Auditory Input. Interim Report.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Peer Reviewed:
      N
    • Source:
      30
    • Sponsoring Agency:
      Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
    • Contract Number:
      OEG-2-7-070701-4249
    • Subject Terms:
      Attention Span; Auditory Stimuli; Autism; Class Activities; Communication Problems; Emotional Disturbances; Exceptional Child Research; Handicapped Children; Performance Factors; Psychosis
    • Abstract:
      This study investigated attention and performance on simple tasks as well as classroom attention of seriously disturbed, communication-impaired, autistic-type children under conditions of reduced auditory input (using ear protectors) and under conditions of normal auditory input (using a placebo device). Under ear protector conditions, there was a significant increase in the amount of attention given to most of the tasks and there was significant improvement in performance on two of five tasks. In addition, teacher ratings indicated a significant improvement in classroom attention under ear protector conditions. It was concluded that a significant number of autistic-type children do improve in classroom attention and show some gains in attention and performance on certain tasks under conditions of reduced auditory input. (Author)
    • Journal Code:
      RIEMAY1972
    • Publication Date:
      1972
    • Accession Number:
      ED058682