ABSTRACT
While the results of many studies show that behavior modification procedures in one-to-one treatment have been extremely productive in a variety of situations and with diverse behaviors, such procedures have not been systematically investigated in the classroom setting. To assess changes in the classroom behaviors of autistic children as a function of the treatment procedures, a multiple baseline design was employed across behaviors. For each child, baseline measures were recorded on both verbal and nonverbal responses in the classroom. Treatment of nonverbal behaviors was initiated first because it was judged that such behavior might be useful in establishing verbal behavior. The effects of treatment on nonverbal behavior followed a pattern similar to that of the verbal behavior. It seems important to emphasize that special procedures were necessary in order to produce generalization of one-to-one treatment effects to a classroom-sized group.
