Dogan Rebecca K, King Melissa L, Fischetti Anthony T, Lake Candice M, Mathews Therese L, Warzak William J
OT&P Medical Practice.
Southeast Missouri State University, Autism Center for Diagnosis and Treatment.
J Appl Behav Anal. 2017 Oct;50(4):805-818. doi: 10.1002/jaba.411. Epub 2017 Sep 20.
Impairment in social skills is a primary feature of Autism Spectrum Disorders (ASDs). Research indicates that social skills are intimately tied to social development and negative social consequences can persist if specific social behaviors are not acquired. The present study evaluated the effects of behavioral skills training (BST) on teaching four parents of children with ASDs to be social skills trainers. A nonconcurrent multiple baseline design across parent-child dyads was employed and direct observation was used to assess parent and child behaviors Results demonstrated substantial improvement in social skills teaching for all participants for trained and untrained skills. Ancillary measures of child performance indicated improvement in skills as well. High levels of correct teaching responses were maintained at a 1 month follow-up. This study extends current literature on BST while also providing a helpful, low-effort strategy to modify how parents can work with their children to improve their social skills.
社交技能受损是自闭症谱系障碍（ASD）的主要特征。研究表明，社交技能与社交发展密切相关，如果没有习得特定的社交行为，负面的社交后果可能会持续存在。本研究评估了行为技能训练（BST）对培训四名自闭症儿童家长成为社交技能培训师的效果。采用了跨亲子二元组的非同期多重基线设计，并通过直接观察来评估家长和孩子的行为。结果表明，对于所有参与者，无论是经过训练的技能还是未经训练的技能，社交技能教学都有显著改善。儿童表现的辅助指标也表明技能有所提高。在1个月的随访中，高水平的正确教学反应得以维持。本研究扩展了当前关于行为技能训练的文献，同时还提供了一种有用且省力的策略，以改变家长与孩子合作提高社交技能的方式。
