title: Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability.
abstract: 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.
authors: 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.
authors: Aubrey
authors: A
authors: Hui Shyuan Ng
authors: 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.
authors: Kim
authors: K
authors: Schulze
authors: 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.
authors: Eric
authors: E
authors: Rudrud
authors: 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.
authors: Justin B
authors: JB
authors: Leaf
mesh_terms: D000293:Adolescent; D001321:Autistic Disorder / Q000150:complications* / Q000534:rehabilitation*; D002648:Child; D006801:Humans; D008607:Intellectual Disability / Q000150:complications* / Q000534:rehabilitation*; D007398:Interpersonal Relations; D008297:Male; D012381:Role Playing; D066107:Social Skills; D013663:Teaching
keywords: Modeling; Role-Playing; Social skills; Teaching Interaction Procedure