Toward Meaningful Outcomes in Teaching Conversation and Greeting Skills with Individuals with Autism Spectrum Disorder

Autor/inn/en	Hood, Stephanie A.; Luczynski, Kevin C.; Mitteer, Daniel R.
Titel	Toward Meaningful Outcomes in Teaching Conversation and Greeting Skills with Individuals with Autism Spectrum Disorder
Quelle	In: Journal of Applied Behavior Analysis, 50 (2017) 3, S.459-486 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.388
Schlagwörter	Pervasive Developmental Disorders; Autism; Children; Adolescents; Teaching Methods; Semi Structured Interviews; Parents; Intervention + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode; Eltern
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01