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Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities.

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Title: Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities.
Authors: Helbig, Kate A. (AUTHOR), Schrieber, Stefanie R. (AUTHOR), Radley, Keith C (AUTHOR), Derieux, James R. (AUTHOR)
Source: Journal of Educational & Psychological Consultation. Jul-Sep2024, Vol. 34 Issue 3, p210-238. 29p.
Subjects: Social skills, Developmental disabilities, Special education teachers, Autism, Special education
Abstract: Social deficits are often a core area of development for students in special education, thus schools are charged with providing social skills interventions. Although many strategies are available, few schools successfully employ evidence-based interventions for students with autism and related disabilities. A way to address these concerns while simultaneously supporting teachers is the enactment of consultative services. Behavioral skills training (BST) is an empirically validated type of direct training used to teach new skills that can be used within the consultation process. The purpose of the current study was to expand the literature by using BST to train a special education teacher to implement Superheroes Social Skills for students with autism and developmental disabilities. Dependent variables included skill acquisition in the training setting, skill acquisition in the generalized setting, and teacher treatment integrity of the social skills intervention. A multiple probe design across target skills with concurrent replication across participants was utilized to evaluate the effects of a teacher implemented Superheroes Social Skills. Results demonstrated immediate increases for all skills across participants in the training context, with increases in generalized skill acquisition for four of the five participants. Teacher integrity remained above 83% across intervention sessions. Implications for practitioners related to implementation of evidence-based social skills interventions and future research are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities.
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  Data: <searchLink fieldCode="AR" term="%22Helbig%2C+Kate+A%2E%22">Helbig, Kate A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schrieber%2C+Stefanie+R%2E%22">Schrieber, Stefanie R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Radley%2C+Keith+C%22">Radley, Keith C</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Derieux%2C+James+R%2E%22">Derieux, James R.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+%26+Psychological+Consultation%22">Journal of Educational & Psychological Consultation</searchLink>. Jul-Sep2024, Vol. 34 Issue 3, p210-238. 29p.
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  Data: <searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink>
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  Data: Social deficits are often a core area of development for students in special education, thus schools are charged with providing social skills interventions. Although many strategies are available, few schools successfully employ evidence-based interventions for students with autism and related disabilities. A way to address these concerns while simultaneously supporting teachers is the enactment of consultative services. Behavioral skills training (BST) is an empirically validated type of direct training used to teach new skills that can be used within the consultation process. The purpose of the current study was to expand the literature by using BST to train a special education teacher to implement Superheroes Social Skills for students with autism and developmental disabilities. Dependent variables included skill acquisition in the training setting, skill acquisition in the generalized setting, and teacher treatment integrity of the social skills intervention. A multiple probe design across target skills with concurrent replication across participants was utilized to evaluate the effects of a teacher implemented Superheroes Social Skills. Results demonstrated immediate increases for all skills across participants in the training context, with increases in generalized skill acquisition for four of the five participants. Teacher integrity remained above 83% across intervention sessions. Implications for practitioners related to implementation of evidence-based social skills interventions and future research are discussed. [ABSTRACT FROM AUTHOR]
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  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=178176502
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      – Type: doi
        Value: 10.1080/10474412.2023.2239796
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      – Code: eng
        Text: English
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        StartPage: 210
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      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Developmental disabilities
        Type: general
      – SubjectFull: Special education teachers
        Type: general
      – SubjectFull: Autism
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      – SubjectFull: Special education
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            NameFull: Radley, Keith C
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            – D: 01
              M: 07
              Text: Jul-Sep2024
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              Y: 2024
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