Improving accepting and giving compliments with individuals with developmental disabilities

Individuals with developmental disabilities, such as autism spectrum disorder, typically exhibit conversation skill deficits, with two prevailing deficits including giving and accepting compliments. The current study used an individualized approach to assess and teach accepting and giving compliments specific to performance, possession, and appearance with three adolescents and young adults with developmental disabilities. We taught these skills using behavioral skills training and prompting during conversations utilizing a multiple-baseline design across participants. We also observed generalization and treatment extension of the participants' skills in conversations with adults not associated with teaching and in the absence of any teaching procedures. The results support the efficacy of the procedures used toward improving giving and accepting compliments within the context of a conversation. We discuss considerations to improve the social acceptability of and refinements to the teaching procedures and acquired skills.     

Comparing the teaching interaction procedure to social stories for people with autism

This study compared social stories and the teaching interaction procedure to teach social skills to 6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills with social stories and 18 social skills with the teaching interaction procedure within a parallel treatment design. The teaching interaction procedure resulted in mastery of all 18 skills across the 6 participants. Social stories, in the same amount of teaching sessions, resulted in mastery of 4 of the 18 social skills across the 6 participants. Participants also displayed more generalization of social skills taught with the teaching interaction procedure to known adults and peers.     

INCREASING COMPLEX SOCIAL BEHAVIORS IN CHILDREN WITH AUTISM: EFFECTS OF PEER-IMPLEMENTED PIVOTAL RESPONSE TRAINING

Two children with autism were taught to engage in a variety of complex social behaviors using peer-implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer-preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed.     

A review of behavioral procedures to teach motor skills to individuals with severe disabilities

Behavioral procedures are one approach to teaching or improving the fluency of motor skills of individuals with severe disabilities. This article provides a review of behavioral procedures by highlighting antecedents, consequences, and multifaceted techniques. Investigations are reviewed in each area according to (a) replicability of the intervention, (b) experimental control, (c) maintenance, (d) generalization, and (e) social validation. Practitioner implications address selection of reinforcers, reinforcement schedules, and teaching within meaningful routines. Future research recommendations highlight the need for documenting that stimuli are actually reinforcers. Additional research needs emphasize targeting maintenance, generalization, and social validation.     

Assessing and teaching job‐related social skills to adults with autism spectrum disorder

Few studies have evaluated interventions to improve the job‐related social skills of adults with autism spectrum disorder. In this study, we examined the efficacy of a treatment package for teaching several social skills that are critical to job success, such as responding appropriately to feedback and asking for a task model from the supervisor. Three adults, aged 19 to 27 years, participated. Initial training of each skill consisted of verbal explanations, modeling, and role‐play with feedback, along with stimulus prompts to promote generalization to a different setting. The trainer introduced additional intervention components as needed. We also evaluated generalization across different social skills and evocative situations. Results indicated that the treatment package was generally effective in improving the targeted social skills, and that stimulus prompts may be necessary for generalization to a job setting. However, generalized responding across social skills rarely emerged. These findings have important implications for preparing individuals with autism to function successfully on the job.     

Teaching Pedestrian Skills to Individuals with Developmental Disabilities

The purpose of the present study was to examine the effectiveness of most to least prompting on teaching pedestrian skills to individuals with developmental disabilities. Five individuals with developmental disabilities were taught three different pedestrian skills, all related to crossing the streets, using simulation activities on a road model in the gym of their school. A multiple probe design across behaviors was used to evaluate the effects of most to least prompting. The results of the study revealed that most to least prompting was effective in teaching pedestrian skills. The subjects learned each of the skills and managed to generalize these skills to the actual city traffic.     

Efficacy of constant time delay implemented by peer tutors in general education classrooms

We evaluated the effects of teaching 13 typically developing children to use constant time delay when tutoring three of their peers who had substantial disabilities. We measured the extent to which the tutors used the constant time delay procedure correctly and the tutees' correct performance on the skills being taught. A multiple probe design across behaviors was used. The results indicated that (a) the tutors used each step of the constant time delay with a high degree of procedural fidelity; (b) the students with disabilities acquired the skills that were taught during peer tutoring; and (c) modifications of the procedure were required for 2 of the 3 students with disabilities, and the peers tutors were able to implement the modifications. Implications for practice and future research are described.     

Effects of textual prompts and feedback on social niceties of adolescents with autism spectrum disorder in a simulated workplace

Previous research demonstrates the efficacy of behavioral skills training with a textual prompt to establish greetings and conversational skills. This study examined the efficacy of a brief intervention of textual prompts with performance feedback for increasing social niceties of adolescents and young adults with autism spectrum disorder in a simulated workplace. Target social niceties included “Do you have a minute?” when a participant initiated an interaction and “Thank you for your time” when a participant ended the interaction. Results revealed this intervention was effective for 7 of 9 participants. This study expands upon previous studies by showing the efficacy of a resource-efficient training on acquisition and generalization of social niceties by people with autism spectrum disorder.     

ACQUISITION,GENERALIZATION, AND MAINTENANCE OF QUESTION-ANSWERING SKILLS IN AUTISTIC CHILDREN

We conducted an investigation to evaluate the effects of a training strategy for teaching autistic students generalized responses to three forms of wh— questions (what, how, and why). Students were taught, using modeling and reinforcement procedures, to answer questions with magazine pictures as the referents. Each question form was divided into two or more subcomponents reflective of common social usage and was taught within the context of a modified multiple probe design across subcomponents. Following acquisition of each subcomponent, generalization to natural context and storybook questions was assessed; additional probes were conducted to assess responding over time and whether acquisition of responses to questions promoted question-asking skills. Results showed that the picture training procedure was effective in teaching a generalized response to questions for which the relevant cue was visible, whereas specific generalization programming was required for situations in which the relevant cue was not visible. All acquired responses were durable over time.     

GENERALIZED EFFECTS OF A PEER-DELIVERED FIRST AID PROGRAM FOR STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES

Peers with mild intellectual disabilities taught first aid skills to 4 students with moderate intellectual disabilities. A multiple probe design across participants was used to examine the effects of the peer teaching program during an acquisition and a partial sequential withdrawal phase. Generalization assessments were conducted in the participants' homes using novel, randomized simulated injuries. Results suggested that the peer teaching program resulted in acquisition of first aid skills, and the participants' skills generalized to the home, to novel simulated-injury locations, and to new trainers. Additionally, a more detailed analysis of the generalized responding suggested that when given a choice among first aid materials, participants treated burns using large adhesive bandages rather than the materials used in training. Participants also successfully treated injuries when novel instructional cues were used. The findings are discussed with respect to training issues, generalization and maintenance of the acquired skills, and the use of peer tutors with disabilities.     

The effects of multiple-exemplar self-instructional training on high school students' generalized conversational interactions

A multiple-baseline-across-students design was used to investigate the effects of multiple-exemplar self-instructional training on the acquisition and generalization of conversational interaction of 4 high school students with mental retardation. The multiple-exemplar component of the model consisted of (a) several peers without disabilities teaching the use of a self-instructional social skills strategy across diverse examples of conversational interactions and across two settings and (b) assessing the generalized effects of training across additional peers and one setting. Findings indicated that peers were effective in teaching the multiple-exemplar strategy and that peer training was associated with systematic increases in generalized conversational interactions with familiar and unfamiliar peers with and without disabilities in an additional setting. Social validation data indicated that following multiple-exemplar training, all participants' performances approximated those of general education students and was judged by others to have improved.     

A PERSONALIZED SYSTEM OF INSTRUCTION FOR TEACHING CHECKING ACCOUNT SKILLS TO ADULTS WITH MILD DISABILITIES

This study evaluated the efficacy of a personalized system of instruction to teach checking account skills to persons with mild disabilities. Using a self-paced manual, 8 participants in two groups were taught to write checks, complete deposit slips, and reconcile monthly bank statements. Four participants were assessed for generalization from the classroom to community sites and demonstrated nearly perfect performance. A multiple probe design showed that acquisition occurred sequentially for each skill only after training using the self-paced manual. Follow-up sessions demonstrated that participants maintained the checking account skills. The results provide evidence of the effectiveness and adaptability of a personalized system of instruction for teaching complex monetary skills to persons with mild disabilities.     

TRAINING APARTMENT UPKEEP SKILLS TO REHABILITATION CLIENTS: A COMPARISON OF TASK ANALYTIC STRATEGIES

The research was designed to validate procedures to teach apartment upkeep skills to severely handicapped clients with various categorical disabilities. Methodological features of this research included performance comparisons between general and specific task analyses, effect of an impasse correction baseline procedure, social validation of training goals, natural environment assessments and contingencies, as well as long-term follow-up. Subjects were taught to perform upkeep responses on their air conditioner-heating unit, electric range, refrigerator, and electrical appliances within the context of a multiple-probe across subjects experimental design. The results showed acquisition, long-term maintenance, and generalization of the upkeep skills to a nontraining apartment. General task analyses were recommended for assessment and specific task analyses for training. The impasse correction procedure generally did not produce acquisition.     

IN-HOME GENERALIZATION OF SOCIAL INTERACTIONS IN FAMILIES OF ADOLESCENTS WITH BEHAVIOR PROBLEMS

The effects of a three-phase family communication program were evaluated. In the skill-teaching phase, family members were taught reciprocal social communication skills in a clinic setting. During the skill-review phase, each family member practiced the skills in their homes with the teacher. During the home-based family conference phase, each family was taught to use a structured format to resolve current family issues using their newly acquired skills. In-home parent-youth interactions were observed during a series of 1-hr sessions that involved directed and nondirected situations. Evaluation included a multiple baseline design across skills during the skill-teaching phase and a multiple baseline design across families for the family conference phase. Although the procedures of the skill-teaching phase resulted in parent-adolescent dyads learning to use the skills in the teaching setting, competent use of the skills in the home was not observed until the family conference phase was implemented. These results suggest the importance of home-based intervention if changes are to be obtained at home.     

Programming generalization of social skills in preschool children with hearing impairments.

The efficacy of a social skills training package in producing stimulus generalization, both with and without the systematic application of generalization programming techniques, was evaluated with 5 preschool children with hearing impairments. The evaluation was conducted within a multiple baseline design. Generalization probes were conducted daily. The social skills training package was implemented in a training setting and produced high, stable rates of social interaction in that setting. However, generalization of the social skills to new teachers, peers, and play activities did not occur until generalization programming strategies were applied in the original training setting. Using sufficient stimulus exemplars and contacting natural consequences appeared to be the key strategies for promoting generalization of social interaction. In addition, the use of supplementary procedures (e.g., a fluency criterion and treatment integrity checks) may have contributed to stimulus generalization.     

FUNCTIONAL COMMUNICATION TRAINING USING ASSISTIVE DEVICES: RECRUITING NATURAL COMMUNITIES OF REINFORCEMENT

We evaluated the effectiveness of functional communication training (FCT) as an intervention for the problem behavior exhibited by 5 students with severe disabilities both in school and in the community. Following an assessment of the function of their problem behavior, the students were taught to use assistive communication devices in school to request the objects and activities that presumably were maintaining their behavior. Multiple baseline data collected across the students indicated that not only did the students use their devices successfully, but the intervention also reduced their problem behavior. In addition, data from community settings showed generalization to untrained community members. These results replicate other successful efforts to use FCT with individuals having limited communication skills, and demonstrate the value of teaching skills to recruit natural communities of reinforcement in order to generalize intervention effects to meaningful nontraining environments.     

THE TRAINING AND GENERALIZATION OF SOCIAL INTERACTION SKILLS WITH AUTISTIC YOUTH

Two experiments were conducted to increase the initiations and duration of social interactions between autistic and nonhandicapped youths. Experiment 1 taught two autistic youths to initiate and elaborate social interactions with three age-appropriate and commonly used leisure objects; a radio, a video game, and gum. The students were first taught to use the objects and subsequently instructed in the related social skills. The youths generalized these social responses to other nonhandicapped peers in the same leisure setting. A second experiment trained a third autistic youth to emit similar social leisure skills. The use of the leisure objects and the related social skills were taught at the same time. The autistic youth learned these skills and generalized them to other handicapped peers in the same leisure setting. The importance of teaching generalized social responding in particular subenvironments was emphasized.     

Using a System of Least Prompts Procedure to Teach Telephone Skills to Elementary Students with Cognitive Disabilities

Using the telephone to contact others can be an important skill in maintaining friendships with peers. This investigation used a system of least prompts (SLP) procedures to teach two telephone skills to 3 elementary students with cognitive disabilities: (a) placing phone calls and (b) leaving recorded voicemail messages. The SLP procedure was effective in teaching both skills to all 3 students. Results for maintenance and generalization, however, were mixed. This investigation was completed to partially satisfy the thesis requirement for a Master’s degree at the University of Kentucky.     

THE USE OF IMPOSED AND SELF-SELECTED TRAINING PACKAGES TO ESTABLISH CLASSROOM TEACHING SKILLS1

Although much is known about techniques for teaching elementary pupils in the classroom, no procedures have been consistently effective in training teachers to use these techniques. In the present study, six teacher trainees were observed individually and trained sequentially to use a variety of teaching skills: praise for academic responses, praise for appropriate classroom behavior, correction procedures for incorrect academic responses, and token fines. These skills were examined under four conditions: (1) baseline sessions were taught by the trainees before any instructions on the use of the teaching skills. (2) Instruction sessions were taught by the trainees after they were given instructions describing the use of several teaching skills. (3) During each Imposed-Package session, the trainees received modelling, verbal feedback, graphic feedback, and grade and quiz contingencies on their use of a particular teaching skill. (4) During each Self-Selected Package session, a grade contingency was in effect with the trainees choosing the components (modelling, verbal feedback, graphic feedback, quiz contingency) they wanted included in their training package for a particular skill. The effects of instructions were quite varied. Large increases on three of the four skills occurred with one trainee; almost no changes occurred with another trainee; and changes with the remaining four trainees fell within these extremes. The Imposed and Self-Selected Packages reliably increased the use of teaching skills, including those skills for which instructions had not been effective. The Self-Selected Package was considered to be as effective as the Imposed Package, since the time required for training a teaching skill varied from two to nine sessions with both packages. Under the Self-Selected Package, the trainees chose from modelling, verbal feedback, and graphic feedback, but none chose the quiz contingency. Questionnaire data collected after training showed that all six trainees preferred the Self-Selected Package to the Imposed Package. The effectiveness of the Self-Selected Package, together with the trainees' preference for it, suggests that it may be desirable for teacher training programs to specify the teaching skills, arrange a contingency for performance, and allow trainees to choose which additional components are to be used in each training session.