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TABLE 1 Evidence-based Social Skills Interventions: Method <strong>and</strong> Research Design Study Participants/Sett<strong>in</strong>gs Target Behavior Interventions Research Design Social Story was read twice a day Multiple-basel<strong>in</strong>e across participants Social Stories (n 6) Sportsmanship Ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g conversation Jo<strong>in</strong><strong>in</strong>g <strong>in</strong> 3 boys with Asperger Syndrome (Ages 9, 10, 11 yrs) 2 boys <strong>in</strong> <strong>in</strong>tegrated private schools 1 <strong>in</strong> private school for children with LD All three boys have average or above- Sansosti & Powell-Smith (2006) Social Story was read once a day Multiple-probe-across participants Duration of appropriate social engagement behavior Frequency of 4 social skills: Seek<strong>in</strong>g attention, <strong>in</strong>itiat<strong>in</strong>g comments, <strong>in</strong>itiat<strong>in</strong>g requests, cont<strong>in</strong>gent responses 4 target behaviors: cont<strong>in</strong>gent responses, secur<strong>in</strong>g attention, <strong>in</strong>itiat<strong>in</strong>g comments, <strong>in</strong>itiat<strong>in</strong>g requests Prompt<strong>in</strong>g needed for choice mak<strong>in</strong>g; appropriate play (with peers & materials) Appropriate social <strong>in</strong>teractions average IQ Delano & Snell (2006) 3 boys with autism (Ages 6, 6, & 9) Integrated sett<strong>in</strong>gs 6 typical peers (3 boys & 3 girls) served as tra<strong>in</strong><strong>in</strong>g peers <strong>and</strong> play partners Multiple basel<strong>in</strong>e design across two or three behaviors Social stories, pictorial written text cues, video feedback 5 boys with autism (Ages 6-12 yrs) 3 boys were fully <strong>in</strong>tegrated, 2 were <strong>in</strong>tegrated for 30% of the day 10 typical peers Thiemann & Goldste<strong>in</strong> (2001) Social stories* ABCD multiple-basel<strong>in</strong>e design across two subjects Barry & Burlew (2004) 1 7-yr-old girl & 1 8-yr-old boy with severe autism <strong>in</strong> self-conta<strong>in</strong>ed 322 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009 Multiple basel<strong>in</strong>e across participants Social Stories written to address <strong>in</strong>itiations <strong>and</strong> responses for appropriate social <strong>in</strong>teractions for target students dur<strong>in</strong>g free sett<strong>in</strong>g 3 boys 8-13 with ASD free time activities across the school day Scattone, T<strong>in</strong>gstrom, & Wilczynski (2006) time activities Social Story Multiple basel<strong>in</strong>e across behaviors & multiple basel<strong>in</strong>e across participants Decrease excessive directions to sibl<strong>in</strong>gs, <strong>in</strong>crease compliments to sibl<strong>in</strong>gs 2 boys, 9&12yrsoldwith PDD-NOS both <strong>in</strong> <strong>in</strong>clusive sett<strong>in</strong>gs Average IQ Dodd, Hupp, Jewell, & Krohn (2008) (cont<strong>in</strong>ued)
TABLE 1 Cont<strong>in</strong>ued Study Participants/Sett<strong>in</strong>gs Target Behavior Interventions Research Design ABAB 2 boys, 5 yrs 1 with severe Autism; 1 with mild PDD-NOS Inclusive sett<strong>in</strong>g Two boys with autism; moderate <strong>and</strong> profound MR Laushey & Hefl<strong>in</strong> (2000) Multiple basel<strong>in</strong>e design across peer tra<strong>in</strong>ers <strong>and</strong> across 2 participants Multiple basel<strong>in</strong>e across participant Peer Mediated (n 9) Ask<strong>in</strong>g & respond<strong>in</strong>g Buddy System-Multiple peers as Gett<strong>in</strong>g attention tutors Wait<strong>in</strong>g for turn Eye contact Ma<strong>in</strong>ta<strong>in</strong>s <strong>in</strong>teractions; Multiple peer use of pivotal Initiates conversation; response tra<strong>in</strong><strong>in</strong>g Initiates play Frequency of eye contact; Social <strong>in</strong>teractive tra<strong>in</strong><strong>in</strong>g frequency of jo<strong>in</strong>t strategies (peer-mediated): attention; frequency of cont<strong>in</strong>gent imitation; naturally motor imitation occurr<strong>in</strong>g re<strong>in</strong>forcement; expectant look; & environmental arrangement Social <strong>in</strong>teraction Peer-Assisted Learn<strong>in</strong>g Strategies; common stimuli activities; peer tutor<strong>in</strong>g Peer directed comment<strong>in</strong>g; Two children with autism were language diversity & paired <strong>and</strong> received the plan- complexity play-report treatment simultaneously Pierce & Schreibman (1997) 3 preschool boys with autism (32-43 months) play area <strong>in</strong> an early <strong>in</strong>tervention program classroom Hwang & Hughes (2000) ABA withdrawal <strong>and</strong> multiple basel<strong>in</strong>e across peers Multiple basel<strong>in</strong>e across three dyads One five-year old boy with ASD & DD; high function<strong>in</strong>g; Study took place <strong>in</strong> the special ed classroom 5 boys & 1 girl with mild/moderate autism (ages 6-8) study took place <strong>in</strong> a sectioned off area of a large hallway <strong>in</strong> a public school with high % of children with autism 3 primary grade students with autism <strong>and</strong> 15 typical peers study took place dur<strong>in</strong>g scheduled play <strong>and</strong> academic times <strong>in</strong> regular education sett<strong>in</strong>gs Petursdottir, McComas, McMaster, & Horner (2007) Loncola & Craig- Unkefer (2005) Multiple basel<strong>in</strong>e probe design across sett<strong>in</strong>gs, nested with multiple basel<strong>in</strong>e across students with autism Augmentative communication tra<strong>in</strong><strong>in</strong>g, peer tra<strong>in</strong><strong>in</strong>g, implement<strong>in</strong>g peer networks (cooperative group activities with augmentative communication system) Social <strong>in</strong>teraction between target students <strong>and</strong> their peers, use of augmentative communication systems Collateral behaviors: expressive verbalizations, reduction of <strong>in</strong>appropriate behaviors, non-target peers use of communication system, peer acceptance Garrison-Harrell, Kamps, & Kravits (1997) Evidence-Based Social Skills Interventions / 323 (cont<strong>in</strong>ued)
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Page 11 and 12: Multiculturalism, Religion, <strong
Page 13 and 14: disability that are conveyed throug
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Page 25 and 26: TABLE 3 Juvenile Literature with Ma
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Page 53 and 54: Target Behaviors A number of social
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Page 65 and 66: TABLE 2 Scholar Pretest Directions:
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ecause all of the students would be
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Effectiveness of Parent and
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is well known that when parents lea
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tion Program (PTCP) for teach<stron
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(reinforcers, prom
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Figure 2. Percentage of correct res
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is not progressing
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care and domestic
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TABLE 1 Definition
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to the criteria in
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Figure 2. Percentage of occurrence
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intervention was s
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goal setting on ta
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Increasing Compreh
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plied systematic promptin</
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TABLE 2 Book Adaptations Book Dirty
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Intervention. Like baselin<
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Figure 2. Number of correct respons
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Evaluating the Acc
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TABLE 1 Characteristics of children
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educators. These educators were enr
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TABLE 3 Mean ratin
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could help a teacher better underst
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