Premium
COMPARING THE TEACHING INTERACTION PROCEDURE TO SOCIAL STORIES FOR PEOPLE WITH AUTISM
Author(s) -
Leaf Justin B.,
OppenheimLeaf Misty L.,
Call Nikki A.,
Sheldon Jan B.,
Sherman James A.,
Taubman Mitchell,
McEachin John,
Dayharsh Jamison,
Leaf Ronald
Publication year - 2012
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.2012.45-281
Subject(s) - autism , psychology , social skills , generalization , multiple baseline design , social relation , autism spectrum disorder , developmental psychology , teaching method , mathematics education , social psychology , intervention (counseling) , mathematical analysis , mathematics , psychiatry
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.