{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4872"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4872","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Evaluation of a Training Package for Teaching Social Skills in an Inclusionary Preschool Environment","abstract":"Effective training procedures are necessary when teaching behavior analytic techniques because the techniques are so complex and precise; and there is a correlation between the changed skills in the trainees to be beneficial to the client. Instructors who may previously exhibit effective teaching techniques in a one-to-one setting may not exhibit those techniques in an inclusive setting. This study examines the effects of a training package and an instruction on the performance of experienced instructors, and desired responding from both preschool-aged children with autism and typically developing peers. The training took place with 3 triads of one instructor, one child with autism, and one peer in a center-based inclusionary preschool. Instructor skills targeted were prompt and consequence delivery for the target social skills, getting attention and responding to peers. Corroborative data on children's responding were obtained.","abstract_html":"Effective training procedures are necessary when teaching behavior analytic techniques because the techniques are so complex and precise; and there is a correlation between the changed skills in the trainees to be beneficial to the client. Instructors who may previously exhibit effective teaching techniques in a one-to-one setting may not exhibit those techniques in an inclusive setting. This study examines the effects of a training package and an instruction on the performance of experienced instructors, and desired responding from both preschool-aged children with autism and typically developing peers. The training took place with 3 triads of one instructor, one child with autism, and one peer in a center-based inclusionary preschool. Instructor skills targeted were prompt and consequence delivery for the target social skills, getting attention and responding to peers. Corroborative data on children's responding were obtained.","abstract_has_math":false,"creators":["Haycraft, Carrie H."],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Rosales Ruíz, Jesús","Ala'i-Rosales, Shahla","Hyten, Cloyd"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-08","date_published":"2005-08","updated_at":"2026-07-24T05:35:09Z","subjects":["Autistic children -- Behavior modification.","Social skills -- Study and teaching (Preschool)","instructors","inclusion","social skills","autism","training package"],"languages":["English"],"rights":["Public","Copyright","Haycraft, Carrie H.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 68193884","https://digital.library.unt.edu/ark:/67531/metadc4872/","ark: ark:/67531/metadc4872"],"render_values":[{"text":"oclc: 68193884","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4872/","href":"https://digital.library.unt.edu/ark:/67531/metadc4872/","code":true},{"text":"ark: ark:/67531/metadc4872","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4872","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rosales Ruíz, Jesús","Ala'i-Rosales, Shahla","Hyten, Cloyd"]},{"key":"dc:creator","label":"Author","values":["Haycraft, Carrie H."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2005-08"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autistic children -- Behavior modification.","Social skills -- Study and teaching (Preschool)","instructors","inclusion","social skills","autism","training package"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Haycraft, Carrie H.","Copyright is held by the author, unless otherwise noted. 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The training took place with 3 triads of one instructor, one child with autism, and one peer in a center-based inclusionary preschool. Instructor skills targeted were prompt and consequence delivery for the target social skills, getting attention and responding to peers. Corroborative data on children's responding were obtained."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Evaluation of a Training Package for Teaching Social Skills in an Inclusionary Preschool Environment"]}]}],"canonical_facts":{"dc:contributor":["Rosales Ruíz, Jesús","Ala'i-Rosales, Shahla","Hyten, Cloyd"],"dc:creator":["Haycraft, Carrie H."],"dc:date":["2005-08"],"dc:description":["Effective training procedures are necessary when teaching behavior analytic techniques because the techniques are so complex and precise; and there is a correlation between the changed skills in the trainees to be beneficial to the client. Instructors who may previously exhibit effective teaching techniques in a one-to-one setting may not exhibit those techniques in an inclusive setting. This study examines the effects of a training package and an instruction on the performance of experienced instructors, and desired responding from both preschool-aged children with autism and typically developing peers. The training took place with 3 triads of one instructor, one child with autism, and one peer in a center-based inclusionary preschool. Instructor skills targeted were prompt and consequence delivery for the target social skills, getting attention and responding to peers. Corroborative data on children's responding were obtained."],"dc:format":["Text"],"dc:identifier":["oclc: 68193884","doi: 10.12794/metadc4872","https://digital.library.unt.edu/ark:/67531/metadc4872/","ark: ark:/67531/metadc4872"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Haycraft, Carrie H.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Autistic children -- Behavior modification.","Social skills -- Study and teaching (Preschool)","instructors","inclusion","social skills","autism","training package"],"dc:title":["Evaluation of a Training Package for Teaching Social Skills in an Inclusionary Preschool Environment"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}