https://doi.org/10.1007/s10864-018-9294-y

ORIGINAL PAPER

Increasing Behavioral Variability and Social Skill Accuracy in Children with Autism Spectrum Disorder

自闭症谱系障碍儿童行为变异性与社会技能准确性的提高

Keith C. Radley1 · Allison A. Battaglia1 · Komila Dadakhodjaeva1 ·

W. Blake Ford1 · Kristi Robbins1

copy; Springer Science Business Media, LLC, part of Springer Nature 2018

Abstract Although social skills training for children with autism spectrum disor- der (ASD) often addresses deficits in social communication, restricted and repeti- tive social behaviors are less frequently targeted in the literature. The present study evaluated a manualized social skills training program, modified to incorporate lag schedules of reinforcement, to promote appropriate and variable responding in three children in a school setting. Participants attended social skills once weekly, with probes of social skills taking place daily. A multiple baseline design across target skills was used to determine intervention efficacy. Results of the study indicated that the social skills curriculum incorporating lag schedules of reinforcement resulted in substantial increases in the number of appropriate and variable responses demon- strated by participants during each probe session, as well as the number of appropri- ate and variable responses demonstrated overall.

摘要：尽管针对自闭症谱系障碍儿童（ASD）的社交技能培训通常解决社会交往的缺陷，但文献中限制性和重复性社会行为较少受到关注。本研究评估了一个手动化的社会技能培训计划，修改后纳入了强化的滞后时间表，以促进学校环境中三个孩子的适当和可变的反应。参与者每周参加一次社交技能培训，每天进行社交技能调查。使用跨目标技能的多基线设计来确定干预效果。研究结果显示，包含强化的滞后时间表的社会技能课程，导致参与者在每次探究阶段所展示的适当和可变回应的数目显著增加，整体呈现的适当和可变回应的次数也显著增加。

Keith C. Radley is a co-author of the Superheroes Social Skills program. The Superheroes Social Skills program was developed for the Utah State Office of Education as part of his doctoral training. Keith C. Radley does not benefit, financially or otherwise, from the commercial sale of the program, nor was the data included in the article part of research funded by the commercial publisher.

 Keith C. Radley keith.radley@usm.edu

Allison A. Battaglia Allison.battaglia@usm.edu

Komila Dadakhodjaeva komila.dadakhodjaeva@usm.edu

W. Blake Ford William.b.ford@usm.edu

Kristi Robbins Kristi.robbins@usm.edu

1 Department of Psychology, University of Southern Mississippi, 118 College Drive # 5025, Hattiesburg, MS 39406-001, USA

Keywords Autism spectrum disorder · Social skills · Lag schedule

关键词：自闭症谱系障碍 社交技能 滞后时间表

Introduction 引言

Restricted and repetitive behavior and impairments in social communication are diagnostic of autism spectrum disorder (ASD, American Psychiatric Association, 2013). These characteristics can co-manifest across domains, presenting problems across numerous settings and situations. For example, limitations in social contexts can go beyond difficulties in appropriately joining in conversations, as individuals with ASD often demonstrate restrictive communicative behavior that may result in reduced access to reinforcement (e.g., Creak 1972; Mercier et al. 2000; Wolfe et al. 2014). As such, individuals with ASD often require social supports beyond simple training in accurate demonstration of target social skills, but also may benefit from training that targets increasing the number of appropriate exemplars of a discrete behavior that an individual may demonstrate. Given that restricted and repetitive behaviors may result in negative outcomes (e.g., repetitive use of failed problem solving strategies, failure to modify behaviors in accordance with changes in the environment, aversiveness to peers; Mercier et al. 2000; Parsonson and Baer 1978; Wolfe et al. 2014), improving appropriate variability of discrete social skills may result in clinically meaningful outcomes for individuals with ASD.

限制性和重复性行为和社交障碍是孤独症谱系障碍的诊断（ASD，美国精神病学协会，2013）。这些特征可以在多个域中共同显现，在许多设置和情况下呈现问题。例如，社交情境的限制可以超越适当地加入会话的困难，因为患有ASD的个体经常表现出限制性的交际行为，这可能导致获得加强的途径减少(例如，Creak 1972；Mercier等人 2000，Wolfe等人2014）。因此，患有ASD的个体常常需要社会支持，而不仅仅是在准确展示目标社交技能方面的简单培训，而且还可能受益于旨在增加个体可能展示的离散行为的适当范例的数量的培训。考虑到受限和重复的行为可能导致消极的结果（例如，重复使用失败的问题解决策略，未能根据环境的变化修改行为，对同伴的厌恶；Mercier等。2000年；帕森森和贝尔1978年；沃尔夫等2014年），改善离散社交技能的适当变异性可能引出ASD个体的临床有意义的结果。

Social skills training is frequently utilized to address symptoms of ASD (e.g., Hess et al. 2008). Substantial research has targeted improving the accuracy with which discrete social skills are demonstrated, with procedures such as video mod- eling, behavioral skills training, and self-monitoring being found to meet criteria for evidence-based practice (e.g., Rao et al. 2008; Reichow and Volkmar 2010; Wang and Spillane 2009). Although few studies have included variable responding as an outcome of social skills training, those studies have found response variability in individuals with ASD to be restricted and repetitive unless specific intervention strategies are implemented to increase response variability (e.g., Betz et al. 2011; Sellers 2011; Radley et al. 2017). Whereas researc

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