Using the Teaching Interaction Procedure and Behavioral Skills Training to Develop Skills for Individuals with Autism: An Evidence-Based Approach

Abstract

Autism spectrum disorder (ASD) is characterized by impairments in social communication and the existence of restricted and repetitive behaviors (American Psychiatric Association, Diagnostic and statistical manual of mental disorders. Author, Arlington, 2013). Impairments in social communication can have several negative implications including difficulties in forming relationships and loneliness (Bauminger and Kasari, Child Dev 71:447–456, 2000), anxiety and depression (Ghaziuddin, Focus Autism Other Dev Disabl 17:138–144, 2002; Sterling et al., J Autism Dev Disord 38:1011–1018, 2008), behavioral challenges (Cowen et al., J Consult Clin Psychol 41:438–446, 1973), and suicidal ideation (Mayes et al., Res Autism Spectr Disord 7:109–119, 2013). However, the development of well-developed social communication skills can result in the establishment of social interactions and social relationships (Whitehouse et al., J Learn Disabil 5:209–220, 2001). Therefore, it is important these social communication impairments are remediated for individuals with ASD. The Teaching Interaction Procedure and Behavioral Skills Training are two evidence-based practices for developing skills for individuals with ASD. The purpose of this chapter is to review the Teaching Interaction Procedure and Behavioral Skills Training, provide considerations for successfully implementing them with individuals with ASD, and offer further recommendations for the effective intervention of social communication skills.KeywordsSocial skillsEvidence-based practiceTeaching Interaction ProcedureBehavioral Skills TrainingAutism Spectrum Disorder