Four students with autism and a group of nondisabled peers were taught to use and monitor social skills while playing games to increase initiations and social interaction skills. Social skills targeted for training included requesting, commenting, and sharing. A multiple baseline design across skills, with a counterbalanced reversal design, was used to document effects for student interactions with peers. In addition, alternating conditions for selfmonitoring and peer-monitoring of skill usage were implemented to compare the two strategies. Results indicated that adult teaching and peer mediation of skills, paired with reinforcement for skill use and student monitoring, increased initiations and social interaction time with peers during intervention, as well as use of the targeted social skills. Little difference was noted between self-and peer-monitoring strategies.

In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities.

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Along with technological progress, vocational education and training (VET) is consistently changing. Workforce disruption has serious consequences for workers and international economies, often requiring adults to transition into different occupations or to upskill to maintain employment. We review recent literature covering VET trends, theoretical considerations for the 21st century, and present an approach to workforce training to help workers not only learn necessary skills but also become adaptable to constant change. We suggest a functional contextualist approach to mastery learning achieves this aim. Specifically, we offer suggestions for pedagogy that not only develop skills but also encourage higher order thinking. Within a novice to expert continuum, we suggest deliberate practice, mental simulation, and reflective meaning making as methods to achieve efficiency and transfer-learning outcomes relevant to a changing workforce. This approach recognizes that learning is context bound and should promote broader human capabilities that support both employability and the continuing development of life literacies.

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