Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

Ng, Aubrey Hui Shyuan; Schulze, Kim; Rudrud, Eric; Leaf, Justin B.

doi:10.1352/1944-7558-121.6.501

Cited by 19 publications

(5 citation statements)

References 28 publications

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“…B. Leaf, Townley-Cochran et al, 2016e;Libby et al, 2008;Luyben et al, 1986;Ng et al, 2016;Seaver & Bourret, 2014;Soluaga et al, 2008;Wolery et al, 1990). Therefore, it is not surprising that each of the prompting strategies were also effective in the current investigation, with minimal differences across the three conditions.…”

Section: Discussionmentioning

confidence: 99%

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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: 99%

“…B. Leaf, Taubman, McEachin, Leaf, & Tsuji, 2011;Ng, Schulze, Rudrud, & Leaf, 2016;Soluaga et al, 2008).…”

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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“…The results, which were similar to those of Leaf et al (2012), showed that participants reached the mastery criterion only for the skill taught with the teaching interaction procedure. Ng, Schulze, Rudrud, and Leaf (2016) expanded the implementation of the teaching interaction procedure for individuals diagnosed with ASD who were more impacted (e.g., limited vocal-verbal repertoires, had high rates of stereotypic behavior, and demonstrated fewer social behaviors). In this study, the authors modified the teaching interaction procedure by incorporating visuals (e.g., pictures of the rationales).…”

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confidence: 99%

The Teaching Interaction Procedure as a Staff Training Tool

Green

Ferguson

Cihon

et al. 2019

Behav Analysis Practice

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The teaching interaction procedure is an evidence-based procedure that has been utilized for the development of social skills. The teaching interaction procedure consists of labeling the targeted skill, providing a meaningful rationale for the importance of the skill, describing the steps of the targeted skill, modeling the skill, and providing feedback throughout the interaction. Although the teaching interaction procedure has been used to teach a variety of social skills to children and adolescents diagnosed with autism spectrum disorder (ASD) and other social and behavioral disorders, its use has not been evaluated for training staff. The purpose of this study was to evaluate the use of a teaching interaction procedure to teach 3 interventionists the skills to implement a teaching interaction procedure to target the development of social skills for children diagnosed with ASD. The results of a multiple-baseline design showed the teaching interaction procedure was effective at teaching all 3 interventionists how to implement a teaching interaction procedure.

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“…Em casos de ensino de comportamentos sociais, teste de generalização, validade social e follow up são essenciais, já que comportamentos sociais são modelados e mantidos pela comunidade verbal (Skinner, 1981). Seis estudos (Artigos 1, 2, 3, 4, 5 e 8) avaliaram generalização, sete ( Artigos 1,4,5,6,7,9 e,11) verificaram a manutenção dos comportamentos por meio de uma fase de follow up e apenas três (Artigos 1, 6, 10) avaliaram a validade social do trabalho desenvolvido. A ausência de generalização, follow up e validade social em grande parte dos estudos e a ausência de um termo ou unidade de medida padronizada para avaliar o ensino do empatizar impactam na confiabilidade dos resultados.…”

Section: Discussionunclassified

Ensino de Comportamentos Pré-Requisito do Empatizar para Crianças Autistas: uma Revisão de Escopo

Sanches,

Eiterer,

Souza

2024

Rev. bras. educ. espec.

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RESUMO: Este estudo objetivou identificar, sistematizar e avaliar quais estratégias têm sido utilizadas na Análise do Comportamento para o ensino de comportamentos pré-requisito do empatizar a crianças diagnosticadas com autismo. Para isso, realizaram-se as seguintes etapas: definição das palavras-chave e das bases de dados; estabelecimento dos critérios de inclusão e exclusão dos artigos; busca e seleção de artigos; e análise de dados que consistiu na análise da qualidade individual e geral dos artigos e na sistematização e análise de dados dos artigos (e.g., ano de publicação, procedimento empregado etc.). Foram selecionados 11 artigos para análise. Em todos os artigos, houve o ensino de uma ou mais respostas empáticas, mas apenas dois deles utilizaram a terminologia “empatia” na descrição do objetivo. A falta de consenso na definição do termo dificulta que textos sobre empatia sejam encontrados. Quanto à qualidade dos artigos recuperados, ela foi avaliada como alta. Diante da importância do tema, sugere-se que estudos futuros realizem buscas mais abrangentes sobre o ensino do empatizar para crianças com Transtorno do Espectro Autista (TEA).

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Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

Cited by 19 publications

References 28 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

The Teaching Interaction Procedure as a Staff Training Tool

Ensino de Comportamentos Pré-Requisito do Empatizar para Crianças Autistas: uma Revisão de Escopo

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