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Language, Speech, and Hearing Services in Schools Vol.34 228-235 July 2003. doi:10.1044/0161-1461(2003/019)
© American Speech-Language-Hearing Association
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Priming as a Method of Coordinating Educational Services for Students With Autism

Lynn Kern Koegel 1
Robert L. Koegel 1
William Frea 1

Israel Green-Hopkins 1
1 University of California, Santa Barbara

koegel{at}education.ucsb.edu

Purpose: The importance of coordination of educational services has been well documented in the literature. For students with disabilities, coordinated programs result in more rapid acquisition of targeted behaviors and the increased likelihood of long-term maintenance of gains. The purpose of this study was to assess whether "priming" or exposing students with autism and disruptive behaviors to school assignments before their presentation in class would affect academic performance and problem behaviors.

Method: Two students diagnosed with autism who attended general education classrooms, both of whom exhibited numerous disruptive behaviors and low academic performance, participated in this study. A repeated reversals design was used to monitor student progress.

Results: The results demonstrated decreases in problem behavior and increases in academic responding when priming sessions occurred.

Clinical Implications: Application is discussed in terms of a mechanism for speech-language pathologists to assist classroom teachers with a systematic educational coordination plan that can quickly produce improved school performance.

KEY WORDS: autism, homework, disruptive behavior, academic responding, listening comprehension

Submitted on May 19, 2002
Accepted on March 26, 2003


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