Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability.
Aubrey Hui Shyuan Ng, Kim Schulze, Eric Rudrud, Justin B Leaf
Author Information
Aubrey Hui Shyuan Ng: Aubrey Hui Shyuan Ng, St. Cloud University, and Autism Partnership-Singapore; Kim Schulze and Eric Rudrud, St. Cloud University; and Justin B. Leaf, Autism Partnership Foundation.
Kim Schulze: Aubrey Hui Shyuan Ng, St. Cloud University, and Autism Partnership-Singapore; Kim Schulze and Eric Rudrud, St. Cloud University; and Justin B. Leaf, Autism Partnership Foundation.
Eric Rudrud: Aubrey Hui Shyuan Ng, St. Cloud University, and Autism Partnership-Singapore; Kim Schulze and Eric Rudrud, St. Cloud University; and Justin B. Leaf, Autism Partnership Foundation.
Justin B Leaf: Aubrey Hui Shyuan Ng, St. Cloud University, and Autism Partnership-Singapore; Kim Schulze and Eric Rudrud, St. Cloud University; and Justin B. Leaf, Autism Partnership Foundation.
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.
