Teaching Community Skills (Bus Riding) to Students with Autism

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  • 自閉症生徒へのコミュニティスキル訓練 : 自己記録法を含むバス乗車指導技法の検討
  • ジヘイショウ セイト エ ノ コミュニティ スキル クンレン ジコ キロクホウ

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Abstract

2 Students with autism attending a special school and a special class for students with mental retardation were taught to ride public buses. Based on a task analysis of bus-riding skills, training was conducted both in a training room and in the natural environment. During instruction in the training room, a simulated setting was utilized. During instruction in the natural environment, an actual public bus was used. The results showed that with the following techniques: (1) shaping the students' behavioral repertories in a simulated setting, (2) using an immediate-prompt procedure to train them in the natural environment, and (3) applying a self-monitoring procedure to responses in the presence of the discriminative stimuli, the students' busriding skills were shaped. These findings show that the combination of training in a simulated setting and in the natural setting was effective for shaping bus-riding skills. The self-monitoring procedure may be useful for acquiring stimulus control so that the desired target behavior occurs precisely.

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