TY - JOUR
T1 - Training Peer Models to Promote Social Skills
T2 - Considerations for Practice
AU - Mathews, Therese L.
AU - Vatland, Christopher
AU - Lugo, Ashley M.
AU - Koenig, Elizabeth A.
AU - Gilroy, Shawn P.
N1 - Funding Information:
interns conducted the training using the PMEC (available upon request). The PMEC curriculum was developed by the PI and colleagues as part of a Family Service Community grant award from Autism Speaks. The curriculum consisted of didactic instruction and training of three targeted behavioral skills: (a) initiating verbal interactions, (b) prompting for targeted SCORE social skills, and (c) delivering praise. The curriculum was designed to complement an existing social skills curriculum targeted for school-aged children with ASD (i.e., SCORE Skills). The curriculum and behavioral skills were taught over three sessions that each lasted approximately 90 min.
Publisher Copyright:
© Hammill Institute on Disabilities 2017.
PY - 2018/9/1
Y1 - 2018/9/1
N2 - Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children.
AB - Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children.
KW - autism spectrum disorders
KW - behavioral skills training
KW - peer models
KW - performance feedback
KW - social skills
KW - socialization
UR - http://www.scopus.com/inward/record.url?scp=85051476189&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85051476189&partnerID=8YFLogxK
U2 - 10.1177/1088357617735814
DO - 10.1177/1088357617735814
M3 - Article
AN - SCOPUS:85051476189
SN - 1088-3576
VL - 33
SP - 160
EP - 170
JO - Focus on Autism and Other Developmental Disabilities
JF - Focus on Autism and Other Developmental Disabilities
IS - 3
ER -