ERIC Number: ED058682
Record Type: RIE
Publication Date: 1970-Aug
Reference Count: 0
Task Performance, Attention and Classroom Behavior of Seriously Disturbed, Communication-Impaired, "Autistic"-Type Children under Conditions of Reduced Auditory Input. Interim Report.
Fassler, Joan; Bryant, N. Dale
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)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Research and Demonstration Center for the Education of Handicapped Children.