David W. L. Hung

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  • D W Hung
  • Journal of autism and childhood schizophrenia
  • 1978
This experiment examined the effects of using self-stimulatory behavior as reinforcement for spontaneous appropriate sentences in two autistic children. The children were put on a token system and always received one token for every spontaneous appropriate sentence they made. An ABABA design was employed. In condition A, the opportunity to self-stimulate(More)
Recent developments of situated cognition seem to be incompatible with traditional views of school basedlearning where abstract or generalized knowledge is emphasized. In this paper, we are advocating that authenticity (as emphasized by situated cognitivists) and generalizibility (as advocated by cognitivists) are compatible. From an instructional(More)
Seen through the lens of complexity theory, past CSCL research may largely be characterized as small-scale (i.e., small-group) collective dynamics. While this research tradition is substantive and meaningful in its own right, we propose a line of inquiry that seeks to understand computer-supported, large-scale collective dynamics: how large groups of(More)
While storytelling pedagogy presents novel perspectives and affordances to educators, a fundamental question that bears attention is the match between storytelling pedagogy and the nature of knowledge. Quite simply, the problem may be posed thus: is storytelling the optimum means for teaching all forms of knowledge? While rather obvious matches occur for(More)
  • D W Hung
  • Journal of autism and developmental disorders
  • 1980
This study presented a practical and replicable procedure to train and generalize the use of "yes" and "no" as mands by a nonverbal boy and a previously echolalic girl, both diagnosed as autistic. The procedure used systematic modeling and reinforcement with detailed criterion for introducing and terminating the training stimuli. The subjects were first(More)
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