scholarly journals The Teaching Interaction Procedure and Behavioral Skills Training For Individuals Diagnosed with Autism Spectrum Disorder: a Review and Commentary

2015 ◽  
Vol 2 (4) ◽  
pp. 402-413 ◽  
Author(s):  
Justin B. Leaf ◽  
Donna Townley-Cochran ◽  
Mitchell Taubman ◽  
Joseph H. Cihon ◽  
Misty L. Oppenheim-Leaf ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioral Skills ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Application of Coaching and Behavioral Skills Training During a Preschool Practicum With a College Student With Autism Spectrum Disorder

2017 ◽  
Vol 16 (4) ◽  
pp. 275-294 ◽  
Author(s):  
Summer L. Gunn ◽  
Tyra P. Sellers ◽  
Ben Lignugaris/Kraft
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Functioning ◽  
Clinical Decision Making ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Spectrum Disorder ◽  
Behavioral Skills ◽  
The Impact

The current study looked at the effects of coaching using behavioral skills training (BST) outlined by Parsons, Rollyson, and Reid. The participant was a young adult with autism spectrum disorder (ASD) enrolled in a preschool practicum course as part of the early childhood special education (ECSE) licensure program at the university that she attended. Impairment in social pragmatics and executive functioning are associated with ASD and are critical for engaging in an evaluative and analytic process necessary for success as an ECSE teacher. Coaching, using the BST model paired with observation and immediate feedback in the practicum environment, was used to systematically address the participant’s deficits in social pragmatics and executive functioning as it related to the practicum setting. The current applied study relied on a single-case demonstration to measure treatment outcomes and inform clinical decision making. Dependent measures in the study included visual scanning, verbal interactions, and engagement with preschool age children. Outcomes included an increase in all dependent variables. The impact of treatment on the participant’s success in her preschool practicum will be discussed.

Increasing appropriate conversation skills using a behavioral skills training package for adults with intellectual disability and autism spectrum disorder

2018 ◽  
Vol 23 (4) ◽  
pp. 567-580 ◽  
Author(s):  
Grace Ryan ◽  
Shelley Brady ◽  
Jennifer Holloway ◽  
Helena Lydon
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Significant Feature ◽  
Probe Design ◽  
Group Instruction ◽  
Post Intervention ◽  
Behavioral Skills

The current research evaluates the effectiveness of a behavioral skills training (BST) package used to increase appropriate conversation interactions for six adults with autism spectrum disorder (ASD). Deficits in the area of social skills can become a significant feature for individuals with disabilities and in particular for those with ASD. A multiple probe design across participant dyads was employed to examine the effects of the intervention on conversation interactions. The BST package was delivered in small group instruction and included (i) instructions about having a conversation, (ii) modeling a conversation, (iii) practicing a conversation, and (iv) feedback on performance during each session. Results indicated that BST was effective for increasing appropriate conversation interactions for all six participants, and maintenance was evident 4 weeks post intervention. The findings were discussed in relation to the importance of social interactions and communication amongst this population.

scholarly journals Training psychology interns to teach verbal and non-verbal repertoires in children with autism spectrum disorder

2020 ◽  
Vol 9 (7) ◽  
pp. e116973928
Author(s):  
Daniel Carvalho de Matos ◽  
Flor de Maria Araújo Mendonça Silva ◽  
Wellyson da Cunha Araújo Firmo ◽  
Pollianna Galvão Soares de Matos
Keyword(s):  
Autism Spectrum Disorder ◽  
Performance Feedback ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioral Skills ◽  
Psychology Interns ◽  
Performance Accuracy ◽  
And Performance

Behavioral Skills Training (BST) represents an effective and efficient approach to train staff in implementing Applied Behavior Analysis (ABA) interventions to learners with Autism Spectrum Disorder (ASD), with the purpose of reducing undesirable behaviors and establishing more appropriate ones. It comprises the following components: (1) instructions on ABA basic principles, regarding the teaching of behavior targets; (2) modeling, with demonstration of behaviors to be emitted during the teaching; (3) behavioral rehearsal with a confederate; and (4) performance feedback. The goal of the current research was to evaluate the effects of BST training on the establishment of repertoires, in four undergraduate Psychology interns, to teach nonverbal (audiovisual pairing and motor imitation) and verbal (labeling and answering questions) skills to a confederate, who pretended to act like a child with ASD. Thereafter, it was also a goal to assess generalization of the teaching to a real child with ASD. The participants were unfamiliar with ASD and ABA, but the results of the study suggested that BST improved accuracy during the teaching of targets to the confederate. In baseline, the percentage of accuracy per participant were the following: P1 (4.55%); P2 (9.73%); P3 (13.76%); P4 (22.29%). All participants reached criterion when BST, with both immediate and delayed feedback, was implemented. Performance accuracy was above 90% for all. In the end, generalization probes were conducted during the teaching of targets to a real child with ASD, and performance accuracy was also above 90%.

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

Preliminary Randomized Trial of Function-Based Cognitive-Behavioral Therapy to Treat Obsessive Compulsive Behavior in Children With Autism Spectrum Disorder

2015 ◽  
Vol 32 (3) ◽  
pp. 218-228 ◽  
Author(s):  
Tricia Vause ◽  
Nicole Neil ◽  
Heather Jaksic ◽  
Grazyna Jackiewicz ◽  
Maurice Feldman
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Therapy ◽  
Controlled Trial ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Cognitive Behavioral ◽  
Obsessive Compulsive ◽  
Compulsive Disorder

Individuals with high functioning autism spectrum disorder (ASD) frequently experience obsessions and/or compulsions that are similar to those specified in Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) criteria for obsessive-compulsive disorder (OCD). However, little research exists on effective interventions for OCD-like behaviors (referred to as OCBs) in ASD. In a preliminary randomized controlled trial (RCT; N = 14), a manualized function-based cognitive-behavior therapy (Fb-CBT) consisting of traditional CBT components (psychoeducation and mapping, cognitive-behavioral skills training, exposure, and response prevention) as well as function-based behavioral assessment and intervention significantly decreased OCBs in 8- to 12-year-old children with ASD at post-treatment and 5-month follow-up. This multi-component treatment shows considerable promise, and a larger RCT is needed to further validate and expand these findings.

Sign in / Sign up

Export Citation Format

Share Document