Premium
TEACHING SOCIAL SKILLS TO STUDENTS WITH AUTISM TO INCREASE PEER INTERACTIONS IN AN INTEGRATED FIRST‐GRADE CLASSROOM
Author(s) -
Kamps Debra M.,
Leonard Betsy R.,
Ver Sue,
Dugan Erin P.,
Delquadri Joseph C.,
Gershon Beth,
Wade Linda,
Folk Louise
Publication year - 1992
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1992.25-281
Subject(s) - psychology , autism , social skills , multiple baseline design , peer group , social relation , developmental psychology , social behavior , social psychology , intervention (counseling) , psychiatry
We investigated the use of social skills groups to facilitate increased social interactions for students with autism and their nonhandicapped peers in an integrated first‐grade classroom. Social skills groups consisted of training students and peers in initiating, responding, and keeping interactions going; greeting others and conversing on a variety of topics; giving and accepting compliments; taking turns and sharing; asking for help and helping others; and including others in activities. Training occurred during the first 10 min of 20‐min play groups, four times per week. Using a multiple baseline across subjects design, results demonstrated increases in the frequency of, time engaged in, and duration of social interactions, as well as the responsivity of students and peers to each other. Results were maintained when students were monitored and given feedback on social performance in play groups and during follow‐up.