Publications of Historical Significance
Lovaas, O.I, Koegel, R.L., Schreibman, L. (1979). Stimulus overselectivity in autism: A review of the research. Psychological Bulletin , 86(6), 1236-1254.
Abstract: Reviews a series of investigations that suggest that autistic children
show "stimulus overselectivity," a response to only a limited number of cues in their environment, and discusses how such overselectivity may relate to several of the behavioral deficits in autism. These include failure to develop normal language or social behavior, failure to generalize newly acquired behavior to new stimulus situations, failure to learn from traditional teaching techniques that use prompts, and a general difficulty in learning new behaviors. Several studies that suggest possible remedial procedures are discussed, and the concept of stimulus overselectivity is related to the literature on attentional or response deficits in adult schizophrenia, mental retardation, learning disabilities, and autism.
Russo, D.C., & Koegel, R.L. (1977). A method for integrating an autistic child into a normal public-school classroom. Journal of Applied Behavior Analysis, 10(4), 579-590.
Abstract: Investigated, in 2 experiments, the feasibility of using behavioral techniques to integrate an autistic 5-year-old girl into a normal public-school class with 1 teacher and 20-30 normal children. In both experiments, initial treatment was given by a therapist who then trained the classroom teacher to continue treatment. Overall results show that (a) during treatment by a therapist in the classroom, the Ss appropriate verbal and social behaviors increased and autistic mannerisms decreased; and (b) training teachers in behavioral techniques was apparently sufficient to maintain the S's appropriate school behaviors throughout kindergarten (Exp I) and the 1st grade (Exp II).
Koegel, R.L., & Wilhelm, H. (1973). Selective responding to the components of multiple visual cues by autistic children. Journal of Experimental Child Psychology, 15(3), 442-453.
Abstract: Trained 15 normal and 15 profoundly retarded, autistic children (mean
ages 9 and 6 yrs, respectively) to respond to a card containing 2
visual cues. After this training discrimination was established, Ss
were tested on the single cues in order to assess whether 1 or both
stimuli had acquired control over their responding. 12 autistic Ss gave
evidence for stimulus overselectivity in that they responded correctly to only 1 of the 2 component cues. On the other hand, 12 normals showed clear evidence of control by both component cues of the training card. Results are consistent with previous studies, where autistics showed overselectivity when presented with multiple sensory input in several modalities. However, autistic Ss appeared to have difficulty responding to multiple cues even when both cues were in the same modality. Results are discussed in relation to the experimental literature on selective attention in normally functioning organisms.
Lovaas, O.I., Koegel, R., Simmons, J.Q., & Long (1973). Some generalization and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6(1), 131-166.
Abstract: Details the treatment of 20 autistic children. At intake, most of the
Ss were severely disturbed, having symptoms indicating an extremely
poor prognosis. They were treated in separate groups, and some were
treated more than once, allowing for within- and between-S replications
of treatment effects. Reliable measures of generalization were employed
across situations and behaviors as well as across time (follow-up).
Findings can be summarized as follows: (a) Inappropriate behaviors
(self-stimulation and echolalia) decreased during treatment, and
appropriate behaviors (appropriate speech, appropriate play, and social
nonverbal behaviors) increased. (b) Spontaneous social interactions and
the spontaneous use of language occurred about 8 mo. into treatment for
some of the Ss. (c) IQs and social quotients reflected improvement
during treatment. (d) There were no exceptions to the improvement;
however, some of the Ss improved more than others. (e) Follow-up
measures recorded 1-4 yr. after treatment showed that large differences
between groups of Ss depended upon the posttreatment environment (those
groups whose parents were trained to carry out behavior therapy
continued to improve, while Ss who were institutionalized regressed).
(f) A brief reinstatement of behavior therapy could temporarily
reestablish some of the original therapeutic gains made by the Ss who
were subsequently institutionalized.
Lovaas, O.I., Schreibman, L., Koegel, R., Rehm, R. (1971). Selective responding by autistic children to multiple sensory input. Journal of Abnormal Psychology, 77(3), 211-222.
Abstract: Reinforced 6 autistic, 5 retarded, and 5 normal children for responding
to a complex stimulus involving the simultaneous presentation of
auditory, visual, and tactile cues. After discrimination was
established, elements of the complex were presented separately to
assess which aspects of the complex stimulus had acquired control over
the S's behavior. It was found that (a) the autistics responded
primarily to only 1 of the cues, normals to all 3 cues, and retardates
to 2 cues; and (b) conditions could be arranged such that a cue which
had remained nonfunctional when presented in association with other
cues could be established as functional when trained separately. Data
fail to support theories that any 1 sense modality is impaired in
autistic children. When presented with a stimulus complex, autistic Ss'
attention was overselective. Findings are related to the literature on
selective attention. Since much learning involves contiguous or
near-contiguous pairing of 2 or more stimuli, failure to respond to 1
of the stimuli may be an important factor in the development of autism.
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