THE EFFECTS OF THE TEACHING INTERACTION PROCEDURE ON PRO-SOCIAL BEHAVIORS OF YOUNG ADULTS WITH AUTISM SPECTRUM DISORDER

Abstract

Research has shown that individuals with autism spectrum disorder (ASD) lack the skills to develop meaningful friendships. One procedure that has been demonstrated to have positive effects for teaching social skills among individuals with ASD is the Teaching Interaction procedure. Yet, there is minimal research evaluating the effects of the Teaching Interaction procedure on adults diagnosed with ASD. The purpose of this study was to evaluate the effects of the Teaching Interaction procedure on increasing targeted social skills of young adults diagnosed with autism spectrum disorder utilizing a multiple baseline design across participants and replicated across behaviors. Prior to intervention, the participants displayed low levels of the three targeted social skills. Targeted social skills were sharing, eye contact, and initiating a greeting. A multiple probe design across participants and replicated across behaviors resulted in all participants acquiring all three targeted social skills. The data indicated that each participant maintained the targeted social skills across settings over time. Social validity questionnaires completed by the participants’ teachers indicated that the Teaching Interaction procedure was age appropriate, helped the participants engage with others more independently, and that outcomes were satisfactory. Keywords: Teaching Interaction, Autism, Social Skills, Modeling, Role Play