Let’s learn together! The acquisition of Observational Learning repertoires as a function of peer-yoked contingencies in children with autism and other developmental disabilities

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This work is about strategies to induce Observational Learning in children with autism or other developmental delays. Observational learning by individuals with disabilities has been the subject of research and inquiry over the past few decades (Browder, Schoen, & Lentz, 1987; Greer, Singer, & Gautreaux, 2006; Hallenbeck & Kauffman, 1995; Varni, Lovaas, Koegel, & Everett, 1979). The interest in this area could be attributed to the critical importance of observational learning in educational settings (Hallenbeck & Kauffman, 1995). \nAlthough observational learning appears to be unanimously considered as a fundamental requisite for individuals to successfully face different situations in everyday life, with special mention to students in \nclassroom contexts, there seems to be poor agreement about its operational definition and its distinction from phenomena such as imitation, modeling and vicarious reinforcement (Greer, Dudek-Singer, & Gautreaux, 2006). The follo

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