Frederick D Frankel

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BACKGROUND Children with high-functioning autism spectrum disorders (ASD) are generally included with typically developing peers at school. They have difficulties interacting with peers on the school playground. Previous literature suggests that having play dates in the home may be related to better peer acceptance at school. METHODS This study examines(More)
Two groups of 6 children, previously diagnosed as autistic and mentally retarded, were observed for seven 20-minute sessions. The following environmental parameters were manipulated: teacher-to-child ratio, presence of food reinforcement, and skill area being presented. Behavior under observation fell into 3 classes: (a) adaptive performance (percentage(More)
Self-injurious behavior is a problem with some children who are primarily nonverval and low-functioning. This behavior has resulted in management difficulties far out of proportion to its incidence. In the present paper, we have considered possible operant and respondent paradigms instrumental in the acquisition and maintenance of several different(More)
Groups of autistic and mentally retarded children were compared for the degree of stimulus overselectivity manifested during test probes after discrimination learning. Results demonstrated that stimulus overselectivity was a function of diagnostic category when groups were equated for performance IQ and mental age. Procedures used to obtain IQ as well as(More)
Repetitive behaviors of six autistic children were observed under two conditions of background illumination. During two sessions, the room was illuminated by fluorescent light and during two other sessions, by equal intensity incandescent light. Subjects spent significantly more time engaged in repetitive behavior under fluorescent light. Previous research(More)
The present study was designed to determine if frequency of repetitive photic stimulation could affect the response rate of an operant upon which such stimulation was made contingent. To test this hypothesis, we trained retarded and autistic children, equated for mental age, to pull a lever to obtain photic stimulation of different frequencies. It was found(More)
The present study pursued hypotheses relevant to prosodic abnormalities in the expressive language of autistic children. An operant paradigm was employed to measure the intrinsic reinforcing value of a verbally presented story for autistic, mentally retarded, and normal groups controlling for chronological age and performance mental age. Results suggested(More)
Two groups of three autistic children, equated for chronological age but differing in IQ and performance MA, were observed for 20-minute sessions. Total duration of time subjects engaged in stereotyped behavior was recorded for each minute. During minutes 6--15, subjects were provided with either minimal or high environmental stimulation. High environmental(More)
The purpose of the present experiment was to examine the reinforcing effects of repetitive vestibular stimulation. While both autistic and retarded children would push a button for vestibular stimulation, frequency of stimulation was an important parameter for autistics but not for retardates. These results were interpreted as evidence for central rather(More)
This paper presents some hypotheses regarding the motivation of pathological unsocialized physical aggression in children and also reviews behavioral treatment. Tentative leads were offered as to extrinsic and intrinsic determinants. Among the most promising of these were parent-child interactive and attributive factors, and deficits in information(More)