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Gepubliceerd in: Journal of Autism and Developmental Disorders 9/2014

01-09-2014 | Original Paper

Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study

Auteurs: Alyne Kassardjian, Justin B. Leaf, Daniel Ravid, Jeremy A. Leaf, Aditt Alcalay, Stephanie Dale, Kathleen Tsuji, Mitchell Taubman, Ronald Leaf, John McEachin, Misty L. Oppenheim-Leaf

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2014

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Abstract

This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants.
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Metagegevens
Titel
Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study
Auteurs
Alyne Kassardjian
Justin B. Leaf
Daniel Ravid
Jeremy A. Leaf
Aditt Alcalay
Stephanie Dale
Kathleen Tsuji
Mitchell Taubman
Ronald Leaf
John McEachin
Misty L. Oppenheim-Leaf
Publicatiedatum
01-09-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2103-0