Direct versus observational learning: A case study of twin boys on improving articulation as a function of auditory matching.

The current article investigated the effects of direct and observational learning of auditory matching protocol on two twin boys' articulation. During the intervention, Max received direct instruction on matching auditory stimuli using the Sounds the Same app, while his twin Ryan learned through observing his brother's responses and the consequences he received. A multiple probe design was used for each participant. The results show that both boys' articulation improved after the auditory matching protocol. The data provided evidence that both direct and indirect instructions of the auditory matching protocol were effective. The role of vicarious learning and optimizing intervention efficiency during observational learning were discussed. [ABSTRACT FROM AUTHOR]