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Social Skills and Applied Behavior Analysis

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Handbook of Applied Behavior Analysis for Children with Autism

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

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Abstract

Social skills are an elusive instructional target, complicated by the nature of autism and the complexity of the goals associated with this curricular area. Applied behavior analysis provides a conceptual framework for addressing these needs, and for producing meaningful outcomes. Tailored assessment and goal development ensure that intervention is individualized and associated with outcomes that matter. A crucial factor impacting goal selection and intervention is age; each developmental phase is associated with different pivotal skills. Additionally, current and future settings influence the development of instructional targets, as they present unique expectations and challenges. Social skills intervention has always been an area where both evidence-based and nonevidence-based procedures are commonly used, and where it is difficult to isolate effective components of treatment packages. Several approaches are clearly effective, and have been demonstrated to produce changes that are also maintained, generalized, and associated with high levels of consumer satisfaction. It is especially important to attend to issues of coercion, assent, and ableism in the processes of assessing and intervening in this curricular area.

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    Mary Jane Weiss, Anna Linnehan, Julia Ferguson, Chante Glick, Jacob Sadavoy & Jacqueline Weber

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Weiss, M.J., Linnehan, A., Ferguson, J., Glick, C., Sadavoy, J., Weber, J. (2023). Social Skills and Applied Behavior Analysis. In: Matson, J.L. (eds) Handbook of Applied Behavior Analysis for Children with Autism. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-031-27587-6_11

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