Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-29T17:43:38.257Z Has data issue: false hasContentIssue false
  • English
  • Français

Improving Social Skills in a Child With Autism Spectrum Disorder Through Self-Management Training

Published online by Cambridge University Press:  16 September 2015

Yadan Liu ,
Dennis W. Moore  and
Angelika Anderson
Yadan Liu*
Affiliation:
Monash University, Melbourne, Victoria, Australia
Dennis W. Moore
Affiliation:
Monash University, Melbourne, Victoria, Australia
Angelika Anderson
Affiliation:
Monash University, Melbourne, Victoria, Australia
*
Address for correspondence: Yadan Liu, Faculty of Education, Monash University VIC 3800, Australia. Email: [email protected]
Get access

Abstract

The aim of this study was to assess the effects of a partially parent-implemented self-management intervention incorporating video-modelling for discrimination training on improving social skills in a child with autism spectrum disorder (ASD). The participant was a 9-year-old girl with ASD. A multiple baseline across behaviour design (no interruption, asking for opinions, and appropriately greeting unfamiliar adults) was used to assess the effects of the intervention. Results showed: (a) the intervention was associated with improvements in all target behaviours in the training setting with a strong overall treatment effect; (b) the behavioural gains were generalised to non-training settings and maintained in both fading and follow-up phases; and (c) social validity measured by the Behavior Intervention Rating Scale — Adapted version (pre- and postintervention) was high. The intervention was effective in improving social skills with this participant, with good generalisation and maintenance effects and high social validity.

Keywords

autism spectrum disorderself-managementsocial skillsdiscrimination training
Type
Standard Papers
Information
Behaviour Change , Volume 32 , Issue 4 , December 2015 , pp. 273 - 284
Copyright
Copyright © The Author(s) 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association.Google Scholar
Anagnostou, E., Zwaigenbaum, L., Szatmari, P., Fombonne, E., Fernandez, B.A., Woodbury-Smith, M., . . . Scherer, S.W. (2014). Autism spectrum disorder: Advances in evidence-based practice. Canadian Medical Association Journal, 186, 509–519. doi:10.1503/cmaj.121756Google Scholar
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287. doi:10.1177/001440290707300301Google Scholar
Busick, M., & Neitzel, J. (2009). Self-management implementation checklist. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.Google Scholar
Carr, M.E., Anderson, A., Moore, D.W., & Evans, W. (2014). How should we determine treatment effectiveness with single-case design research for participants with autism spectrum disorder? Review Journal of Autism and Developmental Disorders, 2, 8–18. doi:10.1007/s40489-014-0030-9Google Scholar
Carr, M.E., Moore, D.W., & Anderson, A. (2014). Self-management interventions on students with autism: A meta-analysis of single-subject research. Exceptional Children, 81, 28–44. doi:10.1177/0014402914532235Google Scholar
Charlop-Christy, M.H., Le, L., & Freeman, K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537–552. doi:10.1023/A:1005635326276Google Scholar
Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice-Hall.Google Scholar
Corbett, B.A., & Abdullah, M. (2005). Video modeling: Why does it work for children with autism?. Journal of Early and Intensive Behavior Intervention, 2, 2–8. doi:http://dx.doi.org/10.1037/h0100294Google Scholar
Elliott, S.N., & Treuting, M.V. (1991). The Behavior Intervention Rating Scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29, 43–51. doi:10.1016/0022-4405(91)90014-ICrossRefGoogle Scholar
Harrower, J.K., & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25, 762–784. doi:10.1177/0145445501255006CrossRefGoogle ScholarPubMed
Koegel, L.K., Koegel, R.L., Hurley, C., & Frea, W.D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341–353. doi:10.1901/jaba.1992.25-341Google Scholar
Lee, S.-H., Simpson, R.L., & Shogren, K.A. (2007). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism and Other Developmental Disabilities, 22, 2–13. doi:10.1177/10883576070220010101Google Scholar
Litras, S., Moore, D.W., & Anderson, A. (2010). Using video self-modelled social stories to teach social skills to a young child with autism. Autism Research and Treatment, Article ID 834979. doi:10.1155/2010/834979Google Scholar
Loftin, R.L., Odom, S.L., & Lantz, J.F. (2008). Social interaction and repetitive motor behaviors. Journal of Autism and Developmental Disorders, 38, 1124–1135. doi:10.1007/s10803-007-0499-5CrossRefGoogle ScholarPubMed
Lui, C.M., Moore, D.W., & Anderson, A. (2014). Using a self-management intervention to increase compliance in children with ASD. Child & Family Behavior Therapy, 36, 259–279, doi:10.1080/07317107.2014.967613Google Scholar
McConachie, H., & Diggle, T. (2007). Parent implemented early intervention for young children with autism spectrum disorder: A systematic review. Journal of Evaluation in Clinical Practice, 13, 120–129. doi:10.1111/j.1365-2753.2006.00674.xGoogle Scholar
Moore, D.W., Anderson, A., Treccase, F., Deppeler, J., Furlonger, B., & Didden, R. (2013). A video-based package to teach a child with autism spectrum disorder to write her name. Journal of Developmental and Physical Disabilities, 25, 493–503. doi:10.1007/s10882-012-9325-xCrossRefGoogle Scholar
Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3, 237–250. doi:10.1177/109830070100300405CrossRefGoogle Scholar
Newman, B., & Ten Eyck, P. (2005). Self-management of initiations by students diagnosed with autism. The Analysis of Verbal Behavior, 21, 117–122.Google Scholar
Nikopoulos, C.K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 18, 87–108. doi:10.1002/bin.129Google Scholar
Pierce, K.L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471–481. doi:10.1901/jaba.1994.27-471Google Scholar
Scruggs, T., & Mastropieri, M. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22, 221–242. doi:10.1177/01454455980223001Google Scholar
Scruggs, T.E., Mastropieri, M.A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8, 24–33. doi:10.1177/074193258700800206Google Scholar
Shabani, D.B., Wilder, D.A., & Flood, W.A. (2001). Reducing stereotypic behavior through discrimination training, differential reinforcement of other behavior, and self-monitoring. Behavioral Interventions, 16, 279–286. doi:10.1002/bin.96Google Scholar
Shah, A., & Frith, U. (1983). An islet of ability in autistic children: A research note. Journal of Child Psychology and Psychiatry, 24, 613–620. doi:http://dx.doi.org/10.1111/j.1469-7610.1983.tb00137.xGoogle Scholar
Stahmer, A.C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25, 447–459. doi:10.1901/jaba.1992.25-447Google Scholar
Strain, P.S., Kohler, F.W., Storey, K., & Danko, C.D. (1994). Teaching preschoolers with autism to self-monitor their social interactions: An analysis of results in home and school settings. Journal of Emotional and Behavioral Disorders, 2, 78–88. doi:10.1177/106342669400200202Google Scholar
Strauss, K., Mancini, F., & Fava, L. (2013). Parent inclusion in early intensive behavior interventions for young children with ASD: A synthesis of meta-analyses from 2009 to 2011. Research in Developmental Disabilities, 34, 2967–2985. doi:http://dx.doi.org/10.1016/j.ridd.2013.06.007Google Scholar
van Vonderen, A., & de Bresser, A. (2005). The effect of supervisory feedback, self-recording, and graphic feedback on trainer behavior during one-to-one training. Behavioral Interventions, 20, 273–284. doi:10.1002/bin.198Google Scholar
Von Brock, M.B., & Elliott, S.N. (1987). Influence of treatment effectiveness information on the acceptability of classroom interventions. Journal of School Psychology, 25, 131–144. doi:10.1016/0022-4405(87)90022-7CrossRefGoogle Scholar
Weiss, M. J., & Harris, S.L. (2001). Teaching social skills to people with autism. Behavior Modification, 25, 785–802. doi:10.1177/0145445501255007Google Scholar
Wilkinson, L.A. (2008). Self-management for children with high-functioning autism spectrum disorders. Intervention in School and Clinic, 43, 150–157. doi:10.1177/1053451207311613CrossRefGoogle Scholar
Wolf, M.M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214. doi:10.1901/jaba.1978.11-203Google Scholar