- age 5 years at the beginning of the study
- He had delayed language but able to put together short, grammatically correct sentences
- in his cognitive tests, he scored below his age level 
- “Screaming words out of context, laughing out of context, lying and rolling on the floor, knocking papers off his desk or work area, and running out of the classroom” at a rate of two behaviors per minute 
- He is aggressive to his sibling at home
- He constantly asked to go to the bathroom in order to avoid doing the class activities 


University of Michigan - Ann Arbor

Conducted on two students on the autism spectrum-they were exhibiting problem behaviors in the classroom that were interfering with the teacher’s instruction

Priming and ASD study method

Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational services for students with autism. Language, Speech, and Hearing Services in Schools.

Priming as a method of coordinating educational services for students with autism.

Priming and ASD study student 1 information

- Age 15 years at the beginning of the study
- “He could speak in full grammatically correct sentences to express his needs and desires, could read simple stories, and was able to write short sentences”
- He was a talented musician and played in the jazz band 
- During class, he would hum loudly, make inappropriate statements, leave the class without asking, and imagine that he was playing a trumpet (out loud) during lessons


Priming and ASD study student 2 information

- Both were collected in inclusive settings
- Priming sessions for student 1 occurred at night in his home 
- Priming sessions for student 2 occurred during a free period in the school day
- Data for student 1 was collected during his desk time (academic data) and during activity time 
- Data for student 2 was collected during his writing class 

Priming and ASD study setting

- Occurred daily
- Student 1 received interventions from his parents and student 2 received interventions from a school staff member
- Every day they had to pick up task materials-the parent/teacher was blind to the condition of each day
- Priming sessions-”the task to be presented in class the following day was targeted”
- Non priming sessions-an assignment was given that is unrelated to the next day
- The duration of the priming period was at the discretion of the parent/teacher but they lasted around approximately 1 hour a day
- The general class teachers gave researchers assignments that would be shown the next day in class-they provided either that specific assignment or another assignment (controlled for difficulty) for the priming session
- The primer was asked just to familiarize the student with the material “in a relaxed, nondemanding manner”
- When being given the intervention, it didn’t matter if the child fully grasped the material


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