Initial support for a behavioral skills training package with computer-based instruction to teach conversation skills to adults with autism spectrum disorders, with an assessment of socially meaningful behavior change1

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.

Download Full-text

Development of Parents’ Competencies for Online Kindergarteners, Built on the Principles of the Pyramid Approach to Education

Autism and Developmental Disorders ◽

10.17759/autdd.2020180406 ◽

2020 ◽

Vol 18 (4) ◽

pp. 52-58

Author(s):

O.A. Popova ◽

O.M. Orlova

Keyword(s):

Parental Education ◽

Behavioral Skills Training ◽

Skills Training ◽

Autism Spectrum ◽

Behavioral Skills ◽

Daily Work ◽

Children With Asd ◽

Before And After ◽

Critical Competencies

The study shows the influence of education and feedback on the development of the competencies of parents supervising the distance learning of children with autism spectrum disorders (ASD) in the online kindergarten format. The paper presents materials of an empirical study involving five mothers and nurses accompanying children. The measurements of the three competencies of parents as tutors were carried out within one month and were made before and after teaching the parents the basics of ABA (applied behavior analysis) methods. We used the methodology of teaching parents behavioral skills BST (behavioral skills training). Parental training resulted in changes of parental competencies showing as improvements of percent ratios of correct reactions to a total number of samples regarding three critical competencies of parents as tutors: providing reinforcements, prompts, maintaining requests of children. It was found that trained parents of children with ASD are more effective at improving skills of their children than before training. Collaboration with families of children with ASD and the adaptation of parental education help families to be more successful in their daily work with their children, acquire new skills, and improve the quality of life of their families.

Download Full-text