ERIC Number: EJ1176072
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Teaching Children with Autism to Explain How: A Case for Problem Solving?
Frampton, Sarah E.; Shillingsburg, M. Alice
Journal of Applied Behavior Analysis, v51 n2 p236-254 Spr 2018
Few studies have applied Skinner's (1953) conceptualization of problem solving to teach socially significant behaviors to individuals with developmental disabilities. The current study used a multiple probe design across behavior (sets) to evaluate the effects of problem-solving strategy training (PSST) on the target behavior of explaining how to complete familiar activities. During baseline, none of the three participants with autism spectrum disorder (ASD) could respond to the problems presented to them (i.e., explain how to do the activities). Tact training of the actions in each activity alone was ineffective; however, all participants demonstrated independent explaining-how following PSST. Further, following PSST with Set 1, tact training alone was sufficient for at least one scenario in sets 2 and 3 for all 3 participants. Results have implications for generative responding for individuals with ASD and further the discussion regarding the role of problem solving in complex verbal behavior.
Descriptors: Teaching Methods, Autism, Problem Solving, Verbal Communication, Social Behavior, Interpersonal Competence, Pervasive Developmental Disorders, Role, Children
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
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