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Social Skills
Research Validated Interventions

8/3/16
National Autism Conference
Rachel Kittenbrink, Ph.D., B.C.B.A

Pennsylvania Training and Technical Assistance Network

Why Social Skills?

• Autism Spectrum Disorder as in DMS-V

(American Psychological Association, 2013)
• Persistent deficits in social communication and
social interaction as evidenced by…
– Deficits in social/emotional reciprocity (eye
contact, back & forth conversation, emotions,
failure to initiate or respond to social situations)
– Deficits in developing, maintaining, and
understanding relationships

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Problems with Teaching Social Skills

• Frequent assumption that children have pre-

requisite skills to participate in instruction that
are missing.
• Frequently social skills programs do not take
motivation or stimulus control into
consideration.
• Over use of script training without attention
to the relevant controlling variables of social
interactions may produce immediate results,
but issues with generalization are highly likely.

Issues Teaching Social Skills

• Generalization is often not achieved.

• Often treatment packages/programs have
many variables and simplification of
procedures (component analysis) can show
controlling variables.

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Language and Social Interaction

• Language is social interaction. Communication

is social behavior.
• When teaching learners with limited language
skills expanding the verbal repertoire will be a
priority.
• Learners need to develop the basic
communication in order to be able to develop
more advanced social skills.

ASSESSMENT

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Assessment and Skill Sequences

• Early Start Denver Model Curriculum Checklist for

Young Children with Autism (Rogers & Dawson, 2007)
• Social Skills Solutions: A Hands on Manual for
Teaching Social Skills to Children with Autism
(McKinnon & Krempa, 2002)

• Skillstreaming (McGinnis, 2011)

• Verbal Behavior Milestones Assessment and
Placement Program (Sundberg, 2008)
• Within program curriculum-based assessments

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Early Start Denver Model Curriculum Assessment

• Criterion-Referenced Assessment
• Four levels with basic developmental
categories
– Level 1(98 skills assessed): receptive language,
expressive communication, SOCIAL SKILLS,
imitation, cognition, play, fine motor, gross motor,
behavior, personal independence
(eating/dressing/grooming/ chores)

Early Start Denver Model Curriculum Assessment

• Level 2 (122 skills assessed): adds joint attention as category

for assessment, splits social behaviors into those observed
with adults & peers, and splits play into representational and
independent.
• Level 3 (101 skills assessed) & 4 (125 skills assessed) covers
the same general assessment areas, but has more advanced
skills based on developmental sequences.
• Scored as pass (consistently observed), pass/fail
(inconsistently), fail (not observed)
• Allows for parent report, teacher report, or direct
observation, & provides an opportunity to record prompt
levels if needed.

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Sample Social Skills Covered

• Level 1

Level 2 Sample Skills

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Level 3 Sample Skills

Level 4 Sample Skills

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Social Skills Assessment: ESDM

• Provides detailed social skill sequence for

some of the earliest learners.
• Provides clear break down of skills assessed.
• Provides general sequence with levels of
assessment.
• Provides opportunity for family as well as
professional input.
• Has corresponding curriculum to guide
teaching.

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Social Skills Solutions

Social Skills Solutions

• Categories assessed: joint attention, greetings,

social play, self-awareness, conversation,
perspective taking, critical thinking, advanced
language, friendships, & community skills.
• Provides broad strategies for how to
potentially teach skills.
• Instructors would need to have strong general training
in behavioral principles to apply procedures that are
likely to result in success.

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Social Skills Solutions

• Provides an opportunity to score as present

or absent skills in 1:1, in group, or in the
natural environment.

Breaking down of Social Skills Solutions

• User/family friendly, jargon-free

• Skill sequence covers a broad range of skills
including those that need to be developed by
the earliest learners.
• Provides general sequence with levels of
assessment.
• Caution: some skills significantly differ within
range of a particular level.

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Skillstreaming

• Assessment and behavioral skills training

program.
• Provides teacher, student (self), and parent
assessments.
• Assessments include 60 questions each and
raters score based on likert scale.
• 1= almost never good at using this skill, 2 = seldom “ “,
3 = sometime “ “, 4= often “ “, always “ “
– Items focus on intermediate and more advanced
social behaviors.

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Skillstreaming

• Examples of skills covered include:

– Relaxing, dealing with group pressure, making
decisions, asking for help, saying thank you, etc.
• Assessments and programs available for early
childhood, elementary, and secondary
learners.
• Learners in this program benefit significantly
from having rule-governed behavior.
– Assessment not well suited for students with
significant language impairments/early learners.

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Verbal Behavior Milestones Assessment &

Placement Program (VB-MAPP)

• Behaviorally-based criterion referenced assessment

that assesses developmental milestones acquired by
typical learners from birth to 48 mths (3 levels).
– 0-18 mths:
– Social behaviors assessed include: eye contact to adults & peers,
observing approach behaviors, etc.
– 18-30 mths:
– Social behaviors assessed include: peer manding, responding
to mands from peers, sustained social play w/ peers.
– 30-48 mths:
– Social behaviors assessed include: intraverbal responses to
peers, mands for information, intraverbal responses w/ peer
on-topic for multiple exchanges.

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VB-MAPP

• Provides general milestones and task analysis

for more specific skills.
• Some instructors may consider breaking down
skills into smaller components if need is
indicated.
– See within program based assessments.

Sample individual program assessment

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Other intermediate social skills to consider

Assessment Tools

• A variety of assessment tools on the market.

• Selecting the most valuable combination of
assessment tools requires consideration for
the learner, the skills he/she has, and the skills
that he/she is likely to develop next based on
developmental/ instructional progressions.

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TEACHING SOCIAL SKILLS

Before you begin teaching…

• Does the student have the pre-requisite skills

for this type of instruction?
• Does the student have the language skills to
participate in this type of instruction?
• Is this the most simplistic, research supported,
and systematic way of teaching these skills?
• Are these skills being introduced under the
ideal conditions to promote proper stimulus
control & skill generalization?

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Instructional Level
• Research validated instructional skills must be
based on the instructional level of the learner.
– Conditioning attention as reinforcer
– Joint Attention
– Manding
– Peer manding
– Intermediated and advanced peer manding
– Behavioral skills training for rule-governed
behavior
• Additional interventions supported include
peer-support strategies.

Early Learners:
ESTABLISHING BASIC
SOCIAL BEHAVIORS

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Early Social Skills

• Conditioning attention as a reinforcer/

developing approach behaviors
• Joint Attention
• Manding

Conditioning Attention as a Reinforcer/

Approach Behaviors

• Teaching more formal social skills prior to

developing attention as a conditioned
reinforcer is not likely to result in generalized
appropriate social skill development.
• Teaching social skills through pairing known
reinforcers with neutral stimuli (people) can
result in attention as conditioned a reinforcer
(Taylor Santa, Sidener, Carr, & Reed, 2014;
Dozier, Iwata, Thomason-Sassi, Worsdell,
Wilson, 2012).

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How to develop attention as Sr+

• 1st must have known reinforcing

items/activities/edibles for learner
– Conduct formal and informal preference
assessments and take changes in MO into
consideration.
– Ongoing re-evaluation of these items is needed.
• Two types of pairing procedures
– Stimulus-stimulus pairing
– Response-stimulus pairing

Joint Attention

• One of the earliest forms of social

communication
– Coordinated attention between social partner and
object/ event in the environment (Taylor & Hock,
2008).
– Two Elements (Taylor & Hock, 2008)
• Responding to another’s bid for joint attention
• Initiations for joint attention from others

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Video of Joint Attention

• Non verbal video

https://www.youtube.com/watch?v=ZQcIG
mJdR2A

Manding to Adults

• Early communication from most young children starts with

requests.
• Mands are social behaviors that directly result in improving
conditions.
• Mands are key pre-requisite skills for other more advanced
social skills.
• People responding to the learner’s mands increases their
value.
– Necessary for developing more advanced social skills (conditioning
attention/people as reinforcers).
• Students need to be proficient manders with adults before
working on manding with other kids.

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Adult Manding- Key Reminders

• Identify reinforcers from various categories keeping in mind

that items included in sessions may change due to changes in
motivation.
• Instructors must control access to reinforcers during manding
sessions.
• Teach mands when motivation is strong.
• Teach mands across multiple exemplars, environments, and
instructors.
• Target multiple mands at one time.
• Practice mands in discrimination.
• Initial teaching often requires many presentations.

Video of Manding Session

• Mike Miklos
http://www.pattan.net/Videos/Browse/Single/?c
ode_name=mand_training_example_mand_tr
aining3

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Mands & Other Language Skills

• After a basic mand repertoire is established

with adults, attention will need to be given to
establish intermediate and advanced manding
with adults.
– Ex: mands for actions, mands for attention, mands
for information, multiple component mands, etc.
• To prepare students for intermediate and advanced
social skills you will need to build other verbal
repertoires (tacting actions, tacting adjectives, tacting
prepositions, multiple component tacts, etc.)

The Intermediate Learner

TEACHING SOCIAL
BEHAVIORS

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The Journey

• Baseline
• Generalization Dyad 1

Peer Manding & Reinforcer Delivery

• Receiving preferred items from others

increases the likelihood that learners will
approach and interact with others.
• A pre-requisite for other social skills is peers
serving as conditioned reinforcers.
• It is hypothesized through teaching peer
manding and peer reinforcer delivery that
peers will become conditioned reinforcers.

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Literature on Peer Manding

– Taylor, Hoch, Potter, Rodriguez, Spinnato, and Kalaigan (2005)

• EO Manipulation
– Pellecchia and Hineline (2007)
• Instructors, parents, siblings, peers
– Paden, Kodak, Fisher, Gawley- Bullington, and Bouxsein (2012)
– PECs blocked adult mands and prompt peer
– Kodak, Paden, and Dickes (2012)
• PECs + extension blocked adult mands and prompt peer + distance
approach with novel peer
– Lorah, Gilroy, and Hineline (2014)
• Listeners and speakers, PECs users mands for puzzle through interrupted
chain, generalization to novel peer

Research Questions

• Will the introduction of a peer-to-peer manding

treatment package consisting of the use of
differential reinforcement and time delay
procedures effect the rate of unprompted peer
mands in individuals with autism/ IDD?

• Will the use of time delay procedures and

differential reinforcement effect the rate of the
deliveries of preferred items to peers in individuals
with autism/ IDD?

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Primary Participants
Student Age Gender Primary VB-
Class- MAPP
Score at
Study
Onset
Bella 9 Female Autism 124.5
Calvin 9 Male Autism 117.5
Mark 7 Male Autism 86
Caleb 6 Male Autism 88.5
Isaiah 7 Male Autism 129.5
Carter 10 Male IDD 96.5
* All had minimum of 20 mands for items/actions, all had skills betw een 18-30mths on VB-
MAPP (Sundberg, 2007), all vocal responders, all could receptively identify 50 different
pictures of items w ith 3 different exemplars when presented in an array of 8 (VB-MAPP, LR-7).

Other Participants

Instructor Role Years

Studen Grade Gender Class-
Participants Receiving
t Level ABA
Zoe 3 rd Female None Consultatio
Sam 5 th Male None n
Adam 4 th Male None Denise Para .5 years
Educator
Karly Teacher 4.5 years
Olivia Teacher 4.5 years
• Each peer support was
partnered in play sessions Kelly Para 4.5 years
with two primary participants Educator
Zia Para .5 years
for 5-6 play sessions.
Educator

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Experimental Design

• Multiple probe across dyads design (Horner & Baer, 1978; Kennedy,
2005)

• Phases: Baseline, intervention, follow up, generalization

phases, and maintenance probes.

• Modifications:
• IV-1: Differential reinforcement for
prompted deliveries (Caleb)
• IV-2: Block on free deliveries of reinforcers/
prompting peer manding (Caleb & Mark)
• IV-P: Praise delivered with tangible as
differential reinforcement for unprompted
mands (Isaiah)

6.5 hours of training

prior to baseline (1.5
video)

All instructors had to get

95% or greater IOA
scoring sample 4 min video
sessions

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Measures

• DV: frequency of unprompted mands

• DV: frequency of unprompted Sr+ deliveries

• Other measures collected (via video):

– Frequency of PB
– Prompted mands and prompted Sr+ deliveries

Independent Variable

• Intervention (12 min play sessions, 4 min

materials reset)
– Time Delay (TD) + differential reinforcement
(DR) for unprompted mands and unprompted Sr+
deliveries
– Error Correction
Incorrect Mand Incorrect Delivery of Problem Behavior
Sr+
5 sec pause echoic Not placing within reach Prompt mand
prompt Not delivering
Incorrect item delivered
prompt peer mand 0
sec grad guidance physical
prompt

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Conditions

Condition Modifications
Description
IV P: Adding praise w/ tangible for unprompted mands (Isaiah)
Baseline IV12
1 : min sessions,
Delivery of DR formaterials reset every
prompted deliveries (Caleb)4 min
12Block
IV2: items
on & 6 deliveries
free edibles (Mark
, Sd: indicating
& Caleb) play time
IV3: IV1 + IV2 (Mark & Caleb)
Intervention DR for unprompted responses + 3 sec time
delay on mand and SR+ delivery behaviors
Follow up No prompts and differential reinforcement
Generalization Same as follow up with general education
peer partner
Maintenance Original partners 1 x/ week for at least 2
Probes weeks
Reintroduce Only as indicated
Intervention

RESULTS

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Conditions Modifications
IV-P: social praise +tangible Sr+
delivery for unprompted mands
(Isaiah)

Baseline 12 items 6 edibles, IV-1:

materials reset
Differential 4 min
reinforcement
(12 min sessions) Sd: “you can play” for prompted reinforcer
deliveries (Caleb)
Intervention DR for unprompted responses + 3s TD
IV-2: Block of free deliveries of
on mand and Sr+ delivery behaviors
reinforcers and prompt mand for
Follow Up No prompts or DRpartner
for mands/
(Caleb &Sr+
Mark)
deliveries
IV-3: IV-1 + IV-2
Generalization Same as follow up. Introduced general
education peer
Maintenance Original play partners, sessions 1 x/week
for min. of 2 weeks
MSWO preference
Reintroduce IV As indicated based on responding
Free operant MO
assessments conducted checks before
sessions in all
prior to baseline conditions

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Results

Functional Bella Calvin Mark Caleb Isaiah Carter

Relation
Basic IV on
Unprompted + + + + - +
Mands
Basic IV on
SR+ + + + - + +
deliveries
Follow Up
+ + + + + +
Maintenance
+
Isaiah & Caleb both
+Bella demonstrated
+ lower- rates of + +
demonstrated increased unprompted mands & Sr+
responding with minor deliveries but rates were above Bella’s Sr+
modifications to the IV tx baseline levels and PB levels response rates
procedures indicated a change in program may increased in the
be needed. follow up phase.

Reintroduction of IV for Caleb

• All participants demonstrated some

maintenance of skills in the maintenance phase
with the exception of Caleb who only
delivered 1 reinforcer to his peer during
maintenance sessions.

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Problem Behavior- Bella

Intro of IV increased
unprompted mands,
unprompted Sr+ deliveries and
PB
Follow up: she demonstrated
reduced PB

Maintenance: Bella’s PB
increased from Gen phase
and deliveries were low.
Maintenance session
discontinued.

Interobserver Agreement (IOA)

• Collected on 97.9% of sessions Participants % Agreement % Agreement

– Calculated using total Agreement
Formula (smaller total number Unprompted Unprompted
divided larger total number
Mands Sr+ Deliveries
multiplied 100 ).
– If agreement was below 90%, Bella 78 92
training occurred.
Calvin 94 95
• Total interobserver agreement
across participants and measures Mark 98 97
was 99.5%. Caleb 98 92
• Early sessions for Bella had
lowest agreement levels. Isaiah 99 96

Carter 93 99

**IOA conducted through video

recordings by the PI.

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Procedural Integrity & Social Validity

• Procedural Integrity was conducted on 55% of sessions throughout

all phases of the investigation and across all dyads.
• The average procedural integrity for all sessions was 99.9%.
• Retraining occurred if procedural integrity dropped below 90%
• This only occurred on one instance early in the
investigation
• Limitation: Did not develop procedural fidelity checklists for
modifications to the IV
• Social Validity 5/10 pt likert scales for adult & peer participants

Discussion

• Functional Relation Mands & Sr+ Deliveries

– The almost immediate increases in unprompted mand & Sr+ delivery
levels when introduced to the intervention indicate a functional
relation between the intervention and peer manding & Sr+ delivery
behaviors.

• Maintenance & Generalization

– The maintenance of these skills across follow up, generalization, and
maintenance probes indicate that the intervention was successful in
developing a sustained skill likely to maintain for the participants
across time and with other peers.

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Differences from previous research

• All vocal participants

• Controls for MO
• Use of DR
• General Education Peer Partners
• Ecological validity
• Discriminative listener behavior

Limitations

• Modifications to Procedures
• IV-1, IV-2, IV-3, IV-P
• Participant Selection
• Further testing needed, large range of participants
• Rate of unprompted mands observed in instructional
day, participant reinforcer diversity, overall VB –MAPP
scores (Sundberg, 2007), giving up reinforcers and
responses to graduated guidance physical prompts
• Articulation Assesment
• Instructor Scoring
• Motivation- Controls for responding to maintain MO, combat
competing MO
• Co-variation of Measures/Participants
• No generalization probe in baseline condition
• Immediate Fade vs. Withdrawal of Intervention
• Design Limitation: Intervention on two measures at the same
time

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Implications for Practitioners

• Promising outcomes for all participants
• Provides practical procedures for replication (staff training
required)
• Provides potential modifications for limited responders
• Maintenance of skills and reduced levels of responding may
indicate that sessions should be continued for a longer
period of time, or elements of the intervention should have
been systematically faded (Rusch & Kazdin, 1981).
• Could modify the procedures to focus on teaching one of the
two skills first
• Potential to assess many other vital communication and
social skills in the play sessions.
• Mands for attention, mands for information,
generalized motor imitation during play activities,
social commenting, peer eye orienting responses,
and eye contact.

Intermediate to Advanced Learners

TEACHING SOCIAL
BEHAVIORS

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Intermediate Peer Mands

• After intermediate mands are mastered with

adults peer manding sessions should focus on
cultivating motivation for intermediate as well
as basic mands with peers.
• Instructors may target these skills through
interrupted chains or action-based activities.
• When teaching intermediate peer mands,
deliver prompts and differential reinforcement
only for targeted intermediate peer mand.

Teaching

ADVANCED SOCIAL SKILLS

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Rule-Governed Behavior

• Rule-governed behavior: “behavior is

controlled by verbal antecedents rather than
more directly by its particular consequences”
(Catania, Shimoff, & Matthews, 1989, p.119).
• When instructions accurately represent the
contingencies in place it can increase the rate
of behavior acquisition (Hackenberg & Joker,
1994).

Rule Governed vs. Schedule Control

• If learners contact higher rates of

reinforcement through behaviors that are not
socially acceptable more efficiently than they
may contact reinforcement for socially
appropriate rule-following behavior, reviewing
rules for behavior is not likely to result in
improvement in socially appropriate
behaviors.

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Language Skills Needed

• For learners to benefit from social skills

instruction that is guided by rules for
responding in particular situations they must...
– Have proficient language skills to respond and
participate in rule-governed instruction.
• If students do not have proficient language skills based
on behavior-based language assessment, participation in
a formal rule-based social skills curriculum is not likely
to be beneficial.

Teaching Rule-Governed Behavior

• If students have language skills, but rule-governed

behavior is not established as a generalized
repertoire, additional procedures may need to be
put in place to establish generalized rule-governed
behavior.
• Strategies: target basic rules, providing explicit prompting
and differential reinforcement for rule-following and
systemically fade differential reinforcement & prompts,
allowing the direct natural contingencies to support
maintenance of the behavior.
• This may be needed before teaching more complex social
multi-step rule sequences.

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Chaining as an Alternative

• If students do not have rule-governed

behavior or limited social behavior, but a
learner needs to develop a socially-
appropriate sequence for a given situation
skills can be taught through chaining
procedures.

Behavioral Skills Training

• Research validated treatment package used to

effectively teach a variety of skills to a variety
of populations.
– Ex: Gun safety, abduction prevention techniques,
safety skills, training school professionals to work
with students, training parents to improve feeding
techniques with children, behavior profesionals to
conduct FAs, etc.
– Core elements: instruction, modeling, rehearsal,
feedback
(Buck, 2014)

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Skillstreaming

• Assessment, instructional guide, curriculum,

and resources grounded in behavioral skills
training to teach a variety of basic social skills.
• Materials: behavior skill cards, student manual,
instructor manual, video models, lesson plans
& activities.
• Reinforcement: initially instructors will likely
need to apply explicit reinforcement which
will later need to be faded systematically.

Skillstreaming

• Each skill is broken into small steps. Steps are

are formally taught through behavioral skills
training.
• Homework is assigned after
• Recommendation: Structure Natural
Environment Teaching (NET) opportunities to
practice skills

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Skillstreaming- Behavioral Skills Training

• Step 1: Define skill

• Step 2: Model skill
• Step 3: Establish student need for skill
• Step 4: Select the 1st role player
• Step 5: Set up the role play
• Step 6: Conduct role play
• Step 7: Provide performance feedback
• Step 8: Select the next role-player
• Step 9: Assign skill homework

PEER SUPPORT PROGRAMS

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Peer Support Programs

• Peer support programs are structured

systematic opportunities for peers to
participate in social interactions and
educational experiences with students that
may have different educational needs.
• A number of studies support the effectiveness
of peer support programs in the development
of social and other academic skills.

Teaching Activities of Daily Living

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Research Support for Peer Social Interventions

(Hughes & Carter, 2008)

• Peers have assisted with teaching how to

– Identify peers by name (Hunt, Alwell, & Goetz, 1991),
– Express anger appropriately (Presley & Hughes, 2000),
– Increase social interactions with others in the school (Hughes, Killian,
& Fischer, 1996),
– Respond to common social greetings presented by peers (Ninetimp &
Cole, 1992),
– Demonstrate improved social behavior in lunch and recess (Morrison,
Kamps, Garcia, & Parker, 2001),
– Interact appropriately between classes and in structured social
activities (Haring & Breen, 1992),
– Maintain conversations with their schoolmates (Hughes et
al., 2000).

Community Based Instruction

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Program Development

• Develop course description or system to organize

potential peer participants.
• Determine what opportunities within the school day
will be available and when peer supports will be able
to participate.
• Determine how these opportunities will be
presented to potential peer partners/buddies.
• If developing course sequence develop assignments,
grading structure, observation data sheets, etc.
• Develop assessment for matching students with
interests, experience levels, and comfort with PB.

Before you start!

• Organize training for school staff involved.

– Para educator & support teacher training
• How to support peer buddies in developing age-
appropriate social relationships
• How to score observations of peer supports in
different environments.
• Organize peer support/ buddy training
– Key elements: safety, roles/responsibilities,
responding to problem behavior of peers,
disability awareness, logistics, course management,
and team building.

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Training Typical Peers

• Training Video

Contact Information www.pattan.net

Rachel Kittenbrink
rkittenbrink@me.com

Com monwealth of Pennsylvania

Tom Wolf, Gov ernor

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References

• American Psychiatric Association. (2013). Diagnostic and statistical manual

of mental disorders (5th ed.). Washington, DC:
• Buck, H. (2014). The efficacy of behavior skills training: A literature
review. Southern Illinois University Carbondale, 1-40.
• Carbone, V. (2016). Select Topics in Behavior Analysis and Teaching
Children with Autism, Presentation, PaTTAN, Harrisburg, April 2016.
• Catania, C. Shimoff, E. & Matthews, B. (1989). An Experimental Analysis of
Rule-Governed Behavior. In Rule-Governed Behavior Cognition,
Contingencies, and Instructional Control. Plenum Press, New York,
p.119.
• Dozier, C. L., Iwata, B.A., Thomason-Sassi, J., Worsdell, A.S., & Wilson,
D.M., (2012). A comparison of two pairing procedures to establish praise
as a reinforcer, Journal of Applied Behavior Analysis, 45, (4), 721-735.

References

• Hackenberg, T. & Joker, V. (1994). Instructional control versus schedule

control of humans’ choices in situations of diminishing returns,
Experimental Analysis of Behavior, 62 (3), 367-383.
• Horner, R., & Baer, D. (1978). Multiple-probe technique: A variation of
the multiple baseline. Journal of Applied Behavior Analysis, 11, 189-196.
• Hughes, C. & Carter, E. (2008). Peer Buddy Programs for Successful
Secondary School Inclusion. Brookes Publishing Co. Baltimore, MD. 1-199.
• Kennedy, C. H. (2005). Single-case designs for educational research. Boston,
MA: Allyn and Bacon.
• Kodak, T., Paden, A., Dickes, N. (2012). Training and generalization of
peer-directed mands with non-vocal children with autism. The Analysis of
Verbal Behavior, 28, 119-124.
• Leaf, J.B., Kassardjian, A., Oppendheim-Leaf, M.L., Cihon, J.H., Taubman,
M., Leaf, E., McEachin, J. (2016) Social Thinking: Science, Pseudoscience, or
Antiscience? Behavior Analysis in Practice, 9: 152-157.

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References

• Lorah, E. R., Gilroy, S. P., & Hineline, P.N. (2014). Acquisition of peer manding
and listener responding in young children with autism, Research in Autism
Spectrum Disorders, 8, 61-67.
• McGinnis, E. (2011). Skillstreaming the Elementary School Child: A Guide for
Teaching Prosocial Skills. 3 rd Ed. Champaign, IL: Research Press.
• McKinnon, K., & Krempa, J. (2002). Social Skills Solutions: A Hands-On
Manual for Teaching Social Skills to Children with Autism. New York, NY:
DRL Books, Inc.
• Melott, K.(2013). Social skills for higher functioning children. National Autism
Conference, State College, PA. August.
• Paden, A., Kodak, T., Fisher, W., Gawley-Bullington, E., & Bouxsein, K.,
(2012). Teaching children with autism to engage in peer-directed mands using
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