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Related Experiment Video

Updated: May 1, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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Comparing the teaching interaction procedure to social stories: a replication study.

Alyne Kassardjian1, Justin B Leaf, Daniel Ravid

  • 1Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA, 90740, USA.

Journal of Autism and Developmental Disorders
|April 1, 2014
PubMed
Summary
This summary is machine-generated.

The teaching interaction procedure was more effective than social stories for teaching social skills to children with autism spectrum disorder (ASD). This intervention offers a promising approach for improving social competence in young learners.

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Area of Science:

  • Behavioral Psychology
  • Developmental Psychology
  • Special Education

Background:

  • Children with autism spectrum disorder (ASD) often face challenges in developing social skills.
  • Effective interventions are crucial for improving social competence and daily functioning in individuals with ASD.

Purpose of the Study:

  • To compare the efficacy of the teaching interaction procedure versus social stories in teaching social skills to children with ASD.
  • To evaluate the effectiveness of two distinct intervention methods for social skill acquisition.

Main Methods:

  • A group setting was used to implement interventions for three children diagnosed with ASD.
  • Each participant received one social skill intervention via the teaching interaction procedure and another via social stories, with a control condition (no intervention).
  • Data collection involved probes, comprehension questions, and role-play responses to assess skill acquisition.

Main Results:

  • The teaching interaction procedure demonstrated greater efficacy than the social story procedure for all three participants.
  • Participants showed improved performance with the teaching interaction method compared to social stories.

Conclusions:

  • The teaching interaction procedure is a more effective method for teaching social skills to children with ASD than social stories.
  • Findings suggest the teaching interaction procedure as a potentially superior intervention strategy for enhancing social skills in this population.