Preferred Name
Hannah Lockwood
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
ORCID
https://orcid.org/0009-0009-3270-6669
Date of Graduation
5-9-2024
Semester of Graduation
Spring
Degree Name
Master of Arts (MA)
Department
Department of Graduate Psychology
Second Advisor
Joshua M. Pulos
Third Advisor
Tonya Lambert Delp
Abstract
Modern social skills literature show the use of behavioral skills training (BST) and role-play in social skills instruction in small-group and school-based settings, although there is limited research measuring the effects of components of the BST package in maintaining social behaviors. The purpose of the present study, in response to the work of Kornacki et al. (2013), was to measure the effectiveness of the role-play and feedback components of BST in maintaining social skills. A multiple-baseline design across behaviors was used to measure social skills acquisition across different behavior domains for an adolescent participant with autism spectrum disorder. The participant was given context to a social scenario and was instructed to role-play the interaction with the clinician with no feedback during baseline. The teaching phase used BST (instruction, model, role-play, feedback) to teach appropriate responding. The final phase subtracted instruction and modeling to look for maintenance of the skills when presented with familiar scenarios in role-play format and given feedback/reinforcement. The results of this study contribute to the literature on the use of BST in social skills instruction and the effectiveness of its components in maintaining social behavior.
