Effects of task difficulty on parent teaching skills and behavior problems of young children with autism

Abstract

Responses of 15 young children with autism and their mothers were analyzed as these families proceeded through a program of skill training and family support. The influence of task difficulty on the children's behavior problems and on the mother's teaching skills was evaluated at three distinct points over a one-year period. Results showed that (a) behavior problems were significantly reduced and teaching skills were significantly improved over the course of training and (b) the difficulty of the task was related to behavior problems and teaching skills. Findings were discussed in relation to implications for assessment and intervention with young children who have autism.