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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Acknowledgments
We wish to thank Rachel Mulder, Melanie Feazell, and Sigal Erez Ben-Haim for their help in running this investigation. We also wish to thank Clifford Anderson, Julie Stiglich, Andi Waks, and Shelli Infield in setting up this study.
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Kassardjian, A., Leaf, J.B., Ravid, D. et al. Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study. J Autism Dev Disord 44, 2329–2340 (2014). https://doi.org/10.1007/s10803-014-2103-0
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DOI: https://doi.org/10.1007/s10803-014-2103-0