Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study

Kassardjian, Alyne; Leaf, Justin B.; Ravid, Daniel M.; Leaf, Jeremy A.; Alcalay, Aditt; Dale, Stephanie; Tsuji, Kathleen; Taubman, Mitchell; Leaf, Ronald; McEachin, John; Oppenheim‐Leaf, Misty L.

doi:10.1007/s10803-014-2103-0

Cited by 37 publications

(25 citation statements)

References 24 publications

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“…The effectiveness of each of the three prompting strategies evaluated in the present study has been documented in prior studies using SSEDs (e.g., Au et al, 2015;Doyle et al, 1990;Jerome et al, 2007;Kassardjian et al, 2014;J. A.…”

Section: Discussionmentioning

confidence: 85%

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A randomized clinical trial of three prompting systems to teach tact relations

Cihon

Ferguson

Leaf

et al. 2019

J of App Behav Analysis

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Prompts are commonly used during discrete trial teaching for individuals diagnosed with autism spectrum disorder (ASD). Three commonly used prompting systems include constant time delay, most-to-least prompting, and flexible prompt fading. Most of the research demonstrating the effectiveness of these three prompting strategies have been completed through the use of single subject experimental designs. Some within the field of behaviorally based approaches to ASD interventions have called for more randomized clinical trials of these approaches. The purpose of the present study was to compare these 3 prompting systems to teach tact relations for 27 individuals diagnosed with ASD through a randomized clinical trial without a control group with respect to pre-post responding, generalization, sessions to mastery, and responding during teaching. Overall, minimal differences were observed across the 3 systems. The results are discussed with respect to future research and clinical application of the methods evaluated.

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Section: Discussionmentioning

confidence: 85%

“…It should be noted that MTL and CTD prompting systems have a rather robust literature base when compared to FPF. However, the literature evaluating the use of FPF has increased in recent years (e.g., Au et al, 2015;Kassardjian et al, 2014;J. A.…”

mentioning

confidence: 99%

A randomized clinical trial of three prompting systems to teach tact relations

Cihon

Ferguson

Leaf

et al. 2019

J of App Behav Analysis

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“…Social stories can be used to emphasize a specific skill that a child needs to improve [Benish & Bramlett, ]. In the past decades, social story intervention had been applied to promote peer interactions (inviting friends, explaining an event to peers, sharing toys, playing turn‐taking), diminish stereotypical behaviors, reduce interruptive behaviors, and establish self‐regulation behaviors among preschool children [Agosta et al, ; Benish & Bramlett, ; Chan & O'Reilly, ; Crozier & Tincani, ; Hsu, Hammond, & Ingalls, ; Kassardjian et al, ; Kuoch & Mirenda, ; Litras, Moore, & Anderson, ; C. M. More et al, ; Thompson & Johnston, ; Vandermeer, Beamish, Milford, & Lang, ]. Increment of the expected behaviors and/or reduction in the unfavorable behaviors were observed in most of the above studies, indicating that social story intervention could serve as a potential approach for behavior management among young children.…”

Section: Discussionmentioning

confidence: 99%

Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special‐Care Children With and Without Autism

2019

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Toothbrushing is a routine practice for oral hygiene maintenance. It is also a challenging task for young children with special care needs. In this study, social stories were employed to teach toothbrushing skills for preschool children with special needs. Those children were recruited from the Special Child Care Centers, including 87 children with autism and 94 children without autism. A validated toothbrushing social story was used to demonstrate the toothbrushing procedure for all the recruited children. Parents were encouraged to show the stories to their children before or during their daily toothbrushing. Children's toothbrushing performance, oral hygiene status, and gingival health status were assessed at baseline and 6 months. Toothbrushing performance, oral hygiene, and gingival status of the recruited children were significantly improved after using social stories. Moreover, children with autism showed better oral hygiene status (P = 0.01) and better gingival status (P < 0.001) than their peers without autism. However, there were no significant differences in the toothbrushing performance among children with and without autism. The regression models indicated that the improvement of children's toothbrushing performance and oral health status were associated with children's intellectual functioning and parents' attitudes toward the usefulness of social story intervention. The principal findings suggested that social story intervention could be used to improve toothbrushing skills among children with or without autism, while it was more efficient in improving the oral hygiene status among children with autism. Autism Res 2020, 13: 666–674. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Toothbrushing is considered as a basic self‐care practice that should be advocated in early childhood. We used social stories to train toothbrushing skills among preschoolers with special care needs. The toothbrushing skills of the recruited children were significantly improved after 6‐months intervention, and children with autism showed better oral hygiene status than their peers without autism. These findings suggested that social story‐based health promotion could be implemented among children with special needs.

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“…In a follow-up study, Leaf et al (2010) demonstrated the effectiveness of the TIP in teaching social skills within a group instructional format for individuals, ages ranging from 4 years old to 6 years old, diagnosed with ASD. Leaf et al (2012) and Kassardjian et al (2014) in studies comparing the relative effectiveness of the TIP to Social Stories™ both showed the TIP to be more effective and more facilitative of generalization when used to teach individuals with ASD social skills. Kassardjian et al (2013) showed the successful generalization of social skills taught using the TIP to the natural environment with four individuals with ASD, ages ranging 4-13 years old.…”

Section: Optional External Consequencementioning

confidence: 97%

Teaching Interaction Procedure

Taubman¹

2020

Encyclopedia of Autism Spectrum Disorders

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The teaching interaction procedure (TIP) is an applied behavior analysis (ABA)-oriented, systematic instructional procedure of the modeling, practice, and feedback sort. While it, at its core, does contain the basic elements (instruction, opportunity to perform the behavior, and feedback) of discrete trial teaching, the TIP contains additional components, is more complex, and is delivered in a more natural conversational and interactive manner. It has been utilized for nearly four decades with individuals with autism spectrum disorder (ASD) but has been empirically validated only in the last decade. It can be utilized to teach a variety of skills but is especially suited for instruction in the social area. Goals and Objectives Often used in conjunction with motivational arrangements (e.g., token economies), the TIP is designed to help address skill deficits (e.g., social,

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Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study

Cited by 37 publications

References 24 publications

A randomized clinical trial of three prompting systems to teach tact relations

A randomized clinical trial of three prompting systems to teach tact relations

Efficacy of Social Story Intervention in Training Toothbrushing Skills Among Special‐Care Children With and Without Autism

Teaching Interaction Procedure

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