The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder

Justin B. Leaf, Wesley H. Dotson, Misty L. Oppeneheim, Jan B. Sheldon, James A. Sherman

Research output: Contribution to journalArticle

46 Scopus citations

Abstract

Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use the behavior, dividing the skill into smaller steps, demonstrating the behavior, having the learner role play the behavior, and providing feedback. This study implemented a teaching interaction procedure as part of group social-skills instruction for five children diagnosed with an autism spectrum disorder. A multiple-probe design across behaviors and replicated across participants was used. All five participants acquired the social skills taught to them and generalization was promoted.

Original languageEnglish
Pages (from-to)186-198
Number of pages13
JournalResearch in Autism Spectrum Disorders
Volume4
Issue number2
DOIs
StatePublished - Apr 2010

Keywords

  • Autism
  • Behavioral intervention
  • Behavioral skills training
  • Discrete trial teaching
  • Social skills
  • Teaching interaction

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