Abstract
The teaching interaction procedure is an evidence-based procedure that has been utilized for the development of social skills. The teaching interaction procedure consists of labeling the targeted skill, providing a meaningful rationale for the importance of the skill, describing the steps of the targeted skill, modeling the skill, and providing feedback throughout the interaction. Although the teaching interaction procedure has been used to teach a variety of social skills to children and adolescents diagnosed with autism spectrum disorder (ASD) and other social and behavioral disorders, its use has not been evaluated for training staff. The purpose of this study was to evaluate the use of a teaching interaction procedure to teach 3 interventionists the skills to implement a teaching interaction procedure to target the development of social skills for children diagnosed with ASD. The results of a multiple-baseline design showed the teaching interaction procedure was effective at teaching all 3 interventionists how to implement a teaching interaction procedure.
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The fifth and sixth authors have commercial products (i.e., curriculum books and DVDs) for the procedures implemented and curriculum utilized.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional research committee and with 1964 Helsinki decoration and its later amendments or comparable ethical standards.
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Informed consent was obtained from the parents of all individual participants included in the study. Formal assent was also obtained from all individual participants.
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Green, D.R., Ferguson, J.L., Cihon, J.H. et al. The Teaching Interaction Procedure as a Staff Training Tool. Behav Analysis Practice 13, 421–433 (2020). https://doi.org/10.1007/s40617-019-00357-2
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DOI: https://doi.org/10.1007/s40617-019-00357-2