This study examined the effects of using behavioral skills training (BST) to teach peer models to engage students with moderate to severe developmental disabilities in interactive play. Two separate multiple-baseline across participants designs were used to determine the effectiveness of BST on the peer models’ implementation of the procedural steps and the target students’ percent of intervals engaged in interactive play. Results demonstrated that BST was functionally related to the peer models’ accurate implementation of procedures and the target students’ percentage of intervals engaged in interactive play. In addition, all participants demonstrated generalization to novel activities and play partners, and three of the four target students maintained high levels of interactive play for up to 13 weeks after intervention.

本研究探讨了使用行为技能训练 (BST) 来教授同伴模型以让中度至重度发育障碍的学生参与互动游戏的效果。两个独立的跨参与者设计的多基线用于确定 BST 对同伴模型执行程序步骤的有效性以及目标学生参与互动游戏的间隔百分比。结果表明，BST 在功能上与同伴模型对程序的准确执行和目标学生参与互动游戏的间隔百分比有关。此外，所有参与者都表现出对新活动和游戏伙伴的概括能力，四名目标学生中的三名在干预后长达 13 周内保持高水平的互动游戏。