Evaluation of a Training Package for Teaching Social Skills in an Inclusionary Preschool Environment

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.

Grantor dc:publisher

University of North Texas

Year dc:date

2005

Author dc:creator

• Haycraft, Carrie H.

Contributors dc:contributor

• Rosales Ruíz, Jesús
• Ala'i-Rosales, Shahla
• Hyten, Cloyd

• Autistic children -- Behavior modification.
• Social skills -- Study and teaching (Preschool)
• instructors
• inclusion
• social skills
• autism
• training package

Statement dc:rights

• Public
• Copyright
• Haycraft, Carrie H.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 68193884
https://digital.library.unt.edu/ark:/67531/metadc4872/
ark: ark:/67531/metadc4872

OAI identifier oai:identifier

info:ark/67531/metadc4872