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

被引：11
|
作者：
Ng, Aubrey Hui Shyuan [1 ,2 ]
Schulze, Kim [1 ]
Rudrud, Eric [1 ]
Leaf, Justin B. [3 ]
机构：
[1] St Cloud Univ, St Cloud, MN USA
[2] Autism Partnership Singapore, Singapore, Singapore
[3] Autism Partnership Fdn, Seal Beach, CA USA
来源：
AJIDD-AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES | 2016年 / 121卷 / 06期
关键词：
Modeling; Role-Playing; Social skills; Teaching Interaction Procedure; APPLIED BEHAVIOR ANALYSIS; DEVELOPMENTAL-DISABILITIES; STORIES; PEOPLE;
D O I：
10.1352/1944-7558-121.6.501
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
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.
引用
收藏
页码：501 / 519
页数：19
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