Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


41st Annual Convention; San Antonio, TX; 2015

Event Details

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Paper Session #24
Social Interaction Interventions in ASD
Saturday, May 23, 2015
1:00 PM–2:50 PM
217B (CC)
Area: AUT
Keyword(s): ASD
Chair: Laci Watkins (The University of Texas at Austin)
Social Interaction Interventions for Adolescents with Autism Spectrum Disorder: A Meta-Analysis of Single Case Research Studies
Domain: Applied Research
LACI WATKINS (The University of Texas at Austin), Mark O'Reilly (The University of Texas at Austin), Michelle Kuhn (The University of Texas at Austin), Nicolette Sammarco (The University of Texas at Austin), Cindy Gevarter (The University of Texas), Heather Gonzales (The University of Texas at Austin), Laura Rojeski (The University of Texas at Austin)
Abstract: Peer interaction in adolescence can influence academic, social-emotional, and mental health outcomes but may be especially difficult for adolescents with ASD due to their social impairments. The purpose of this meta-analysis is to evaluate the effectiveness of social interaction interventions by offering a quantitative analysis of results, identify and describe the characteristics and components of interventions used to facilitate peer social interaction in adolescents with ASD, and suggest areas for future research. Overall, results suggest that there are a variety of potentially effective interventions to increase peer social interaction in adolescents with ASD, with mostly large effect sizes noted. Future research including more robust generalization, maintenance, fidelity, and social validity measures is needed, as is the extension of intervention findings to older adolescents and lower functioning individuals.

Murder Mysteriesand Mission Impossibles: Some Principles, Processes and Pitfalls of Teaching Social Skills to Small Groups of Children With Autism.

Domain: Service Delivery
CAROLINE PEARCE (The Teaching & Learning Collaboration), Daniel F Horan (The Teaching & Learning Collaboration)

ABA is often misconstrued as a 1:1 educational intervention, but the principles and procedures can equally be applied to teaching groups of students. Single case design and the low frequency of research directed towards group teaching methods fuel this misconception, yet group instruction is an educational reality for the vast majority of mainstream students and for a high proportion of children with special educational needs. This study will review the principles, processes and pitfalls of teaching social skills to small groups of children with autism. Over a three-year period, we delivered and evolved our practices based on different measures, procedures and students. The adaptation of goal setting, data collection and teaching activities; alongside the involvement of siblings, typical peers and parents will be form the foundation of the paper. The effectiveness of individual and group contingencies (e.g. the Hero Procedure), the use of the Teaching Interactions format and data on the acquisition of social skills will be analysed and discussed. The broader issue of disseminating behaviour analytical principles in group teaching and general education will conclude the talk.


Effects of Video-Based Group Instruction on Social Behavior of Adolescents with Autism Spectrum Disorder

Domain: Applied Research
TIFFANY KAID (Michigan State University), Josh Plavnick (Michigan State University)

Deficits in social skills are a defining characteristic of individuals diagnosed with autism spectrum disorder (ASD) that persist into adolescence and adulthood. Few studies exist that examine the effectiveness of social skills interventions implemented within the public school setting, where a majority of adolescents with ASD and intellectual disabilities (ID) receive instruction. This paper summarizes a series of three interrelated and experimental studies examining the efficacy of video-based group instruction (VGI) to teach social skills to adolescents with ASD within the public school setting. Multiple probe across behavior designs were used to assess VGI when administered daily by a special education teacher to groups of 4 or 5 adolescents (n=9) with ASD and/or ID. Results of the three studies indicate VGI was effective in teaching a range of social skills to 7 of the 9 adolescents, with mixed results for 2 participants. Results of all three studies support the social validity and use of VGI as a part of a daily high school curriculum for some adolescents with ASD and/or ID.

Engineering the Contingencies of Joint Attending Programming
Domain: Theory
RICHARD E. LAITINEN (Self-employed), Gladys Williams (Centro de Investigacion y Ensenanza del Lenguaje)
Abstract: Learning readiness--including sitting or standing quietly, looking at and tracking the instructor, scanning, tracking and responding to instructional material and cues--is a fundamental repertoire for promoting acquisition, practice and application of skills. The term "Joint Attention" has been used over the years in reference to various patterns and functions of looking, scanning and tracking behaviors. One particular class of Joint Attention behavior is referred to as "Visual Regard," defined here as line-of-sight looking at another person's eyes. Visual regard is one of the Joint Attention repertoires that, in all, foster the acquisition of complex social and language competencies. The discussion today will report on how contingencies of conditioning and reinforcement can be managed to shape visual regard in young children with autism.
Keyword(s): ASD



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