Teaching socially valid social interaction responses to students with severe disabilities in an integrated school setting

Abstract

To evaluate the effects of a procedure designed to teach appropriate social responses to adolescents with severe disabilities in an integrated school setting this study employed an ABA withdrawal design, replicated twice with two students, and an AB design with a third student. Social responses were recorded during daily training sessions and generalization probes. Treatment involved implementation, by the classroom teacher, of a constant time delay procedure utilizing nonhandicapped peers and a socially validated teaching curriculum. The results showed increases in correct responding and decreases in echolalia following intervention. Generalization of appropriate responding to nonhandicapped peers was demonstrated to varying degrees for all participants.