Comparing the Teaching Interaction Procedure to Social Stories for People With Autism

Alcalay

Research in Spec Educ Needs

et al. 2014

Self Cite

Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most‐to‐least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one‐to‐one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most‐to‐least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most‐to‐least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion.

Section: Participantsmentioning

confidence: 99%

Comparison of most‐to‐least to error correction for teaching receptive labelling for two children diagnosed with autism

Alcalay

Research in Spec Educ Needs

et al. 2014

Self Cite

Jnl of Applied Behav Analysis

“…This conversation arrangement required individuals to discriminate when to engage in each skill (e.g., continuing to discuss a topic of conversation when the listener is interested and changing the topic of conversation when the listener is uninterested), thereby simulating a typical conversation. This arrangement is in contrast to teaching each skill in different sessions during brief interactions (e.g., two to three reciprocal exchanges) between the individual and the conversation partner (Dotson, Leaf, Sheldon, & Sherman, 2010;Leaf et al, 2012;Leaf et al, 2009). For example, Dotson et al (2010) programmed three-turn conversation sessions in which the child had one opportunity to engage in the corresponding skill.…”

mentioning

confidence: 99%

Toward meaningful outcomes in teaching conversation and greeting skills with individuals with autism spectrum disorder

Hood

Luczynski

Mitteer

2017

We identified greeting and conversation deficits based on a parent interview and semistructured direct assessment for one child and two adolescents with autism spectrum disorder. We taught the greeting and conversation skills using behavioral skills training and within-session corrective feedback. A multiple baseline across conversation and greeting skills demonstrated experimental control over the effects of the teaching on acquisition and generalization to novel adults. We also conducted embedded reversals to assess maintenance of the acquired skills. Teaching produced robust acquisition, generalization, maintenance, and treatment extension for 15 of the 16 targeted skills across participants. Participant and parent reports indicated high levels of social validity for the intervention and outcomes. The results support individualized assessment and intervention for improving greeting and conversation skills during unscripted interactions, which are requisite for more extended and complex social interactions.

Behav Analysis Practice

“…Studies have demonstrated the effectiveness of BST for teaching skills to individuals with ASD (e.g., Leaf et al, 2012;Palmen et al, 2012) and for teaching job-related skills to individuals with other disabilities (Gear, Bobzien, Judge, & Raver, 2011;Whang, Fawcett, & Mathews, 1984). Our preliminary clinical work further suggests that stimulus prompts (e.g., text prompts) may help promote generalization of the skills from the training location to the job site.…”

Section: Discussionmentioning

confidence: 56%

A Clinic-Based Assessment for Evaluating Job-Related Social Skills in Adolescents and Adults with Autism

Lerman

Grob

Laudont

2017

Many individuals with autism spectrum disorder (ASD) have difficulties obtaining and maintaining employment, yet little research has evaluated methods for assessing and improving critical vocational skills. In this study, we evaluated an assessment of job-related social skills for individuals with ASD by arranging conditions that simulated on-the-job experiences in a clinic setting. The experimenter contrived situations to assess a variety of social skills, including asking for help, asking for more materials, and responding to corrective feedback. A total of eight individuals, aged 16 to 32 years, participated. Results suggested that the assessment was useful for identifying specific social skills that could be targeted for intervention to increase success in the work environment. These findings add to the current literature by demonstrating an objective method for assessing a variety of job-related social skills under controlled, naturalistic conditions.