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| Acquisition and Generalization of Social Skills |
| Saturday, May 27, 2006 |
| 1:00 PM–2:20 PM |
| Centennial Ballroom III |
| Area: AUT; Domain: Applied Research |
| Chair: Marjorie H. Charlop (Claremont McKenna College) |
| CE Instructor: Marjorie H. Charlop, Ph.D. |
| Abstract: Presentation of research conducted at the Claremont Autism Center that examines the acquisition and generalization of positive behaviors including social initiations and social skills. Studies to be discussed included a comparative analysis of generalization techniques, assessment of socio-communicative function of inappropriate behaviors, social initiations in nonverbal children, and a comparison of the effectiveness of Steps to Social Success (SSS) and Social Stories for Teaching Social Skills to children with autism. |
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| Comparative Analysis of Generalization Strategies. |
| GINA T. CHANG (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
| Abstract: The study conducted a comparative analysis of generalization strategies with different loci of control. Research has demonstrated that specifically implementing facilitators of generalization into behavioral interventions increases generalization and maintenance of newly acquired skills (e.g., Chandler, Lubeck & Fowler, 1992; R. L. Koegel & Koegel, 1995; Schreibman, 1988; Stokes & Baer, 1977). However, only a few studies have attempted to understand the role that different strategies play in promoting generalization, and none have directly compared strategies. The present study presents a comparison of the known facilitators of generalization; multiple stimuli training, indiscriminable contingency training, and reinforced generalization training. The study uses a multi-element design with a multiple baseline design across and within children additional control to compare which generalization strategy works the most effectively in assisting children with autism to generalize behaviors taught in the clinical setting to the natural environment. |
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| Increasing Social Initiations in Nonverbal Children with Autism: A Comparison of Modified Incidental Teaching Sessions (MITS) and Discrete Trial Training (DTT) |
| KARI BERQUIST (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
| Abstract: This study examined the acquisition and generalization of social initiations (e.g., greetings, sharing) in three nonverbal children with autism. Children were taught two different social behaviors in which they initiated an interaction with another person, thus promoting overt social communication. Modified Incidental Teaching Sessions (MITS) and Discrete Trial Training (DTT) were compared and used to increase children’s social initiations. It was hypothesized that children with autism would show increases in the use of social initiations after either treatment (MITS or DTT) was implemented, but that only the behaviors taught using MITS would show better generalization. An alternating treatment, multiple baseline design across participants was used. Inter-observer agreement was above 80% for each child. Initial results suggest that all three children increased in their frequency of social initiations after either treatment (MITS or DTT); however, generalization and maintenance of target behaviors was superior with MITS. |
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| Increasing Social Initiations through Functional Assessment and Communication Training in Children with Autism. |
| KATHERINE K. BYRD (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
| Abstract: One of the major deficits of children with autism is in social interaction with others. These two experiments were designed to identify the socio-communicative function of inappropriate behaviors and assess the effects of communication training upon the use of replacement behaviors. In Experiment 1, we developed an assessment method for identifying the subtle and idiosyncratic behaviors in three children and classified these behaviors (e.g., grabbing, jumping, and engaging in stereotypy) in terms of social function. Results indicated that all children expressed inappropriate behaviors that served a social function. The most frequently displayed initiations were those aberrant behaviors expressing or requesting affection or attention. In Experiment 2, assessment data were used to select more appropriate social behaviors that served the same socio-communicative function as the previous behaviors. Two children participated in the communication training that consisted of modeling and prompting the replacement behaviors in the settings where each child previously displayed an inappropriate behavior. Results of a multiple baseline design across children showed that children learned the replacement behaviors and showed decreases in inappropriate behaviors. These findings suggest that identifying the social function of inappropriate behavior may facilitate the acquisition of effective social initiating behavior in low functioning children with autism. |
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| A Comparison of Steps to Social Success (SSS) and Social Stories for Teaching Social Skills to Children with Autism. |
| SABRINA D. DANESHVAR (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
| Abstract: Social Stories (Gray & Garand, 1993) is a widely used social skills program for children with autism despite little empirical validation. Based on severe cognitive and social deficits present in these children, it is curious how Social Stories can be effective in teaching social skills to this population, and the scarcity of empirical data makes it more questionable. Despite the name “social” stories, what little data there are addressed behaviors other than social skills (i.e., tantrums, off-task behavior). In this study an alternative social skills program, Steps to Social Success (SSS), was created to capitalize on the strengths of children with autism and include facilitators for motivation, generalization and maintenance. Importantly, the program clearly focuses on teaching social behaviors. An alternating treatments design with a multiple baseline design across children was used to empirically assess and compare the effectiveness of Social Stories and the newly developed SSS program in teaching social skills to four children with autism. Results found that SSS was effective whereas Social Stories was not. Results also showed greater ancillary increases in spontaneous social behavior and decreases in inappropriate behavior in the SSS condition. Interobserver agreement was at satisfactory levels (greater than 80%). Results are discussed in terms of how children with autism learn best and the importance of scientific study of commonly used treatment techniques. |
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