The Analysis of Peer Attention as a Prerequisite for Observational Stimulus Control to Address Learning Conditions for Children with Disabilities

We analyzed the relation between peer attention (observation of peers) and observational cusps in preschool students with and without disabilities. We selected 21 preschool-aged participants and screened for (1) peer attention; (2) observational performance; (3) observational learning; and (4) observational conditioning-by-denial. We grouped the participants according to the cusps they demonstrated, resulting in four distinct groups. Participants who demonstrated all observational cusps plus peer attention were excluded from the intervention. Then, we utilized a multiple probe design, delayed across observational cusp groups to establish the missing cusps. We used a peer-yoked contingency observational intervention with the 14 participants who did not demonstrate one or more of the observational cusps. The results of the observational intervention and postintervention screenings demonstrated that only the participants with peer attention demonstrated observational stimulus control as a function of the peer-yoked contingency gameboard intervention. Observational cusp developmental trajectory findings are discussed.