Association for Behavior Analysis International

Student success within a classroom setting is largely affected by the ability to participate and learn within a group. Historically Applied Behaviour Analysis has focused on intensive, early intervention in a 1:1 student-teacher ratio. While this intensive intervention has a large research base supporting its efficacy there is less research into the application of these principles within a classroom setting. At Woodbury Autism Education and Research a comprehensive group curriculum, focusing on the pre-requisite skills necessary for learning in a group, was developed following a review of relevant literature. A delayed multiple baseline design was applied to investigate whether compliance with the derived curriculum would result in improved learning and participation within a group setting. Skills selected as targets were categorised under the following domains; behaviour, communication, attending, independence and social skills. Results demonstrated improved ability to learn within a group setting following systematic implementation of individualised group goals, drawn from the curriculum. Accelerated learning, improved observational learning and increased independence were demonstrated through decreased trials to criterion, increased frequency of peer imitation and decreased frequency of intervention by classroom support staff. The application of ABA within a classroom setting has the potential to provide appropriate, cost-effective, support to wider population of students.

Reviews conclude that social skills interventions that are child specific, adult directed, and peer mediated produce the most significant gains in social engagement for children with autism. This presentation will present a two-phase adult directed intervention procedure that combines child specific lessons and prompting with peer support. Results will be a synthesis of five multiple baseline studies conducted with students with disabilities at the elementary, middle, and high school level. Additionally, a study examining the contribution of adult directed lessons to student social engagement as part of the multicomponent procedure will be presented. How effective were lesson on the social engagement of students with autism in the lunchroom? How effective were the lessons and prompting with peers? Social validity rating by teachers and paraprofessionals indicated the social intervention was appropriate and effective. Implications, limitations, and directions for future research will be discussed.