Publication Date

Spring 2017

Advisor(s) - Committee Chair

Christina Noel (Director), Carl Myers, and Elizabeth Jones

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

There are a number of evidenced-based practices which aim to improve the social skills of children with high functioning autism (HFA). An emerging field of study is to develop social skills interventions that incorporate restricted and repetitive interests to increase social skills. Their results are promising and suggest improved social skills in students with HFA. The current study has aimed to incorporate a common interest among elementary age children with HFA in social skill instruction within a structured setting. A multiple baseline across behaviors single subject design was used to collect data on the accuracy with which two young males applied social skills within the structured “club” setting. Data were collected by determining whether the students had an opportunity to use the social skill, and whether they used the skill correctly. While the results do not suggest a functional relationships between the participants’ social skill accuracy and the intervention, the data show a positive trend which indicates an overall increase in their social skill accuracy.

Disciplines

Applied Behavior Analysis | Special Education Administration

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