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A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
Published on: July 31, 2017
Effects of a School-Based Social Skills Training Program for Adolescents with Autism Spectrum Disorder and
Joshua B Plavnick1, Tiffany Kaid, Mari C MacFarland
1Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, 341 Erickson Hall, East Lansing, MI, 48824, USA, plavnick@msu.edu.
Abstract:
Social deficits are a core characteristic of individuals with autism spectrum disorders and co-occurring intellectual disabilities (ASD-ID). Despite persistence of these deficits into adolescence, few social skills interventions have been empirically evaluated for older individuals with ASD-ID. The present investigation adapted an efficacious protocol for adolescents with ASD, video-based group instruction (VGI), and extended the procedure to 4 adolescents in a public high school setting. A multiple probe across behaviors design demonstrated the effectiveness of VGI for teaching novel social behavior to three of the four participants, with mixed outcomes for the fourth participant. Long-term maintenance was observed for two participants, though generalization outcomes were mixed. The results support using VGI within high school curricula for some adolescents with ASD-ID.
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