Enhancing Appropriate Social Behaviors for Children with Autism in General Education Classrooms: An Analysis of Six Cases

Abstract

This study compares generalized effects of a social-emotional skills training for girls and boys with autism in resource rooms on promoting positive social behaviors in general education classrooms in Taiwan. A single subject design was used to compare outcomes for 2 girls and 2 boys with autism in the experimental group with 2 boys with autism in the control group. Results of regression analyses revealed that all 4 participants in the experimental group significantly increased frequencies of positive social behaviors over time, while the two control participants did not demonstrate trends in the data. After adjusting for trends, the training had a medium effect size for 2 participants and a small effect size for 2 participants in the experimental group. This training was developed in response to educational services in Taiwan; suggestions are provided for development of interventions for children with autism that fit within general education classrooms.