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Rule-Governed Behavior: Teaching Social Skills via Rule-Following to Children with Autism
Rachel L Bradley1, George H Noell1
1Louisiana State University, Old Dominion University, USA.
Developmental Neurorehabilitation
|December 24, 2021
Summary
Children with autism spectrum disorder (ASD) learned rule-governed social skills through multiple exemplar training (MET). This intervention improved their ability to follow rules and generalize social behaviors effectively.
Area of Science:
- Behavioral Psychology
- Developmental Psychology
- Neurodevelopmental Disorders
Background:
- Rule-governed behavior (RGB) is essential for navigating social situations and avoiding negative consequences.
- Individuals with autism spectrum disorders (ASDs) often have difficulties with RGB, increasing their risk of adverse outcomes.
- Acquiring RGB is a crucial developmental goal for children with ASD.
Purpose of the Study:
- To evaluate an intervention program aimed at teaching rule-governed social skills to children with ASD.
- To assess the acquisition and generalization of these skills following the intervention.
Main Methods:
- The study utilized multiple exemplar training (MET), a method involving varied examples of the target behavior.
- Participants were children diagnosed with ASD.
- The intervention focused on social skills acquisition and generalization.
Main Results:
- MET led to significant increases in the performance of targeted rule-governed social behaviors.
- Children demonstrated successful discrimination, indicating they could apply learned rules to new situations.
- The intervention promoted the generalization of learned social skills.
Conclusions:
- Multiple exemplar training is an effective strategy for teaching rule-governed social skills to children with ASD.
- The findings suggest that targeted interventions can improve social competence and reduce risks associated with impaired RGB in ASD.
- Promoting RGB acquisition is a valuable therapeutic outcome for individuals with autism spectrum disorders.
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