1.
Am J Intellect Dev Disabil
; 121(6): 501-519, 2016 11.
Artigo
em Inglês
| MEDLINE
| ID: mdl-27802105
RESUMO
This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.