Date Approved

6-11-2019

Embargo Period

7-31-2019

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

Shuff, Midge

Subject(s)

Children with autism spectrum disorders; Social skills in children--Study and teaching

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to investigate whether the implementation of methods for enhancing generalization of social skills for students with significant disabilities will improve their social skills. Research indicates that students with Autism Spectrum Disorder (ASD) have difficulty using social skills and generalization of social skills interventions in the classroom. This study included five sixth grade students. Three of the students have multiple disabilities (MD) and two have autism (AUT). A-B-C design was used to assess the generalization effects of my intervention. The study has three phases. Phase A was the baseline where no program consequences nor prompts were delivered when social questions were asked. Phase B, I implemented the treatment, where prompts were provided and reinforcement was delivered for responding to social questions being asked. Phase C, generalization was assessed by asking the learners the same social questions in new environmental by novel adults and peers. During baseline testing the students had a mean score of .4. After each probe, the mean average increased showing skill acquisition. Each time a new probe was done in the generalization phase the students were taken in a new classroom where no teaching was done and no prompts were used. Results from this analysis suggested that teaching social skill interventions are minimally effective for students with ASD and should be implemented more frequently and at a higher intensity level to provide the most effective treatment.

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