ABSTRACT

Many researchers and practitioners cite concerns with maintenance and generalization as a serious issue for individuals with autism spectrum disorders (ASD), although few studies explicitly target performance of behaviors outside training environments. After an initial intervention failed to produce robust generalization outcomes, the present investigation examined the combinative effects of a peer-mediated intervention with video-based group instruction on the generalization of social skills by four high school students with ASD and co-occurring intellectual disability. A multiple probe across behaviors design was used to examine the effects of the packaged intervention on generalization of social skills to three natural settings within the high school. All participants demonstrated an increase in performance of social skills across all generalization environments following peer-mediated intervention for social skills that had been acquired—but minimally generalized—in a previous video-based group instruction study. Results suggest peer mediated intervention enhanced the generalization outcomes of an already effective intervention teaching social interaction to adolescents with ASD.

摘要

尽管很少有研究明确针对训练环境以外的行为表现，但许多研究人员和从业人员都将维护和泛化问题作为自闭症谱系障碍（ASD）个人的一个严重问题。在最初的干预未能产生可靠的泛化结果后，本研究调查了同伴介导的干预与基于视频的小组指导对四名患有自闭症和并发性智障的高中学生对社交技能泛化的综合影响。在行为设计中进行了多次探究，以检验一揽子干预措施对高中三个自然环境中社交技能普遍化的影响。在先前的基于视频的小组教学研究中，通过对等社交媒体干预对社交技能进行干预后，所有参与者都证明了在所有通用环境中社交技能的表现均得到了提高。结果表明，同伴介导的干预措施增强了已经有效的干预措施的普遍性结果，该干预措施向患有ASD的青少年传授社交互动。