A Two-Phase Social Skills Approach: Connecting Assessment With Intervention Procedures for Students With Disabilities

• In Event: Park Central Roundtable Session 12
  In Roundtable Session: Roundtable Session: Interventions in Special Education

Abstract

A review of the social skills research for Autism Spectrum Disorder, Emotional Behavioral Disorder, and Sensory Disabilities demonstrates that social skills interventions that are child specific, adult directed, and peer mediated produce the most significant gains in social engagement. This paper will present a two-phase adult directed intervention procedure that combines child specific lessons and peer prompting. Results will be a synthesis of six multiple baseline studies conducted with students with disabilities at the elementary, middle, and high school level. Effect size measures are calculated using nonoverlap pairs and TAU-U. Social validity rating by teachers and paraprofessionals indicate the social intervention was appropriate and effective. Implications, limitations, and directions for future research are discussed.

Authors

• Rebecca Hartzell, University of Arizona

• Sarup Rani Mathur, Arizona State University