A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders

2013 ◽  
Vol 7 (11) ◽  
pp. 1370-1376 ◽  
Author(s):  
Lisa T. Kornacki ◽  
Joel E. Ringdahl ◽  
Anna Sjostrom ◽  
Jodi E. Nuernberger
Keyword(s):  
Young Adults ◽  
Developmental Disorders ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Component Analysis ◽  
Autism Spectrum ◽  
Adults With Autism ◽  
Behavioral Skills ◽  
Conversation Skills ◽  
Training Package

Increasing the Accuracy of EpiPen Administration With a Brief Behavioral Skills Training Package in a School for Autism

2014 ◽  
Vol 34 (4) ◽  
pp. 265-278 ◽  
Author(s):  
Seth W. Whiting ◽  
Jeffrey M. Miller ◽  
Allison M. Hensel ◽  
Mark R. Dixon ◽  
Susan Szekely
Keyword(s):  
Behavioral Skills Training ◽  
Skills Training ◽  
Behavioral Skills ◽  
Training Package

Training Peer Models to Promote Social Skills: Considerations for Practice

2017 ◽  
Vol 33 (3) ◽  
pp. 160-170 ◽  
Author(s):  
Therese L. Mathews ◽  
Christopher Vatland ◽  
Ashley M. Lugo ◽  
Elizabeth A. Koenig ◽  
Shawn P. Gilroy
Keyword(s):  
Social Skills ◽  
High Functioning Autism ◽  
Behavioral Skills Training ◽  
Strong Support ◽  
Skills Training ◽  
Autism Spectrum ◽  
Behavioral Skills ◽  
Verbal Interactions ◽  
Peer Models ◽  
Treatment Package

Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children.

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