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Teaching Interaction Procedure: A Co...

Olberding, Robert C., Jr.

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Teaching Interaction Procedure: A Component Analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Interaction Procedure: A Component Analysis./
Author:	Olberding, Robert C., Jr.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.
Contained By:	Dissertation Abstracts International79-02B(E).
Subject:	Behavioral sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10635631
ISBN:	9780355358421

Teaching Interaction Procedure: A Component Analysis.
Olberding, Robert C., Jr.

Teaching Interaction Procedure: A Component Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 148 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.

Thesis (Ed.D.)--Regent University, 2017.

There has been an unprecedented upsurge in the prevalence of autism over the past ten years, with a corresponding increase of students with autism in school settings. Many of these students have high-functioning autism or Asperger's syndrome and participate in general education inclusion classes. Although these students possess intact cognitive ability, social skills deficits negatively impact academic progress, particularly for adolescents in the middle school setting. The teaching interaction procedure is a social skills intervention for students with autism, which numerous studies have found successful. In the present study, a component analysis was implemented to determine which components of the intervention are necessary or unnecessary. This quantitative study utilized a multiple baseline single-subject experimental design. Two adolescent students with high-functioning autism participated in the study. Each participant was taught three social skills, and mastery criterion was attained on four of the six skills. Additionally, generalization of skills was demonstrated across settings and people. Student performance on each component of the teaching interaction procedure was assessed for effect, necessity, and sufficiency. Results indicated that two components, providing rationales and role-play, were more effective than other components. This finding is important because providing rationales is a cognitive component of the intervention that is speculated to assist individuals with deficits in theory of mind. Additionally, modeling was found not necessary more often than other components, a finding that is contradictory to the extant research. An analysis of these findings indicates that necessity or non-necessity of components was specific to each participant and the skill that was taught. Because of the intrinsic heterogeneity of individuals with autism, it may not be possible to identify overall necessity or non-necessity of components with any degree of certainty. Despite the small sample size, this study contributes to the extant research on social skills interventions for adolescents with high-functioning autism. More studies are needed to determine if findings of the present study can be replicated.

ISBN: 9780355358421Subjects--Topical Terms:

529833
Behavioral sciences.

Teaching Interaction Procedure: A Component Analysis.
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