Abstract
There is a general belief that students perform better in an environment in which teachers exude enthusiasm. In elementary, secondary, and college settings, the display of teacher enthusiasm is associated with positive attitudes toward teachers, recall of information, and improved classroom behavior. Although the assumption that students perform better when teachers are enthusiastic is frequently extended to individuals diagnosed with autism spectrum disorder (ASD), there is currently no published research on the topic. Research on social avoidance suggests that individuals with ASD may have no reaction or even respond negatively to teacher enthusiasm and thus perform better in conditions of low teacher attention. The current study was conducted to examine the effects of teacher enthusiasm on task performance for 12 students diagnosed with ASD. For each participant, performance on a matching task was measured during a high attention condition and during a low attention condition. Inspection of performance data indicated that out of 12 participants, only one demonstrated better performance under high teacher attention and one demonstrated better performance under low teacher attention. Interestingly, when experimenters who served as teachers in the study were asked to judge student performance, they stated that all students performed better with high teacher attention. Based on the findings of the current study, educators and parents of children with ASD are cautioned against attributing differences or changes in student performance to type and intensity of social attention provided during task instruction in the absence of conducting a functional analysis. Implications from the current study serve as a reminder to avoid oversimplifying the complex learning challenges of children with autism and reiterate the importance of obtaining continuous objective performance data. Copyright ยฉ 2008 John Wiley & Sons, Ltd.