Overview
Hello classmates,
Children with autism spectrum disorder often know what to say, yet struggle with how to start a conversation. Three evidence-based procedures (modeling, shaping, and chaining) can strengthen social initiations in a high-functioning nine-year-old learner.
Imitation/Modeling
Live or video models show a peer walking over, saying “Hi,” and inviting play. Observing the entire exchange removes the need to teach every small step in isolation. Effectiveness increases when the model is similar to the learner in age or interests (Ingersoll, 2012). Short, captioned clips followed by immediate praise or tokens quickly build greeting skills.
Shaping
When spontaneous initiations are rare, differential reinforcement of successive approximations works well. First, reinforce simply facing a peer, then moving closer, then saying the peer’s name, and finally delivering a full greeting. This approach reflects the “define, teach, reinforce” sequence highlighted in Developing New Behaviors (Walden University, 2019).
Chaining
If a consistent three-step script is helpful (approach, greet, ask to play), chaining links those elements into one fluent routine. Backward chaining may be ideal because teaching the last step first allows the child to contact the natural reinforcer (the peer’s positive response) from the beginning (Edwards et al., 2018).
Putting it Together
Begin by showing the child short videos of classmates greeting each other so they can see what to do. During recess, praise each small step that brings the child closer to saying hello on their own. Next, teach a simple three-step routine (walk over, greet, invite to play), beginning with the last step first. A randomized trial with children aged 7-12 found that a comprehensive social-skills package produced significant and durable gains in spontaneous greetings (Lopata et al., 2015). Cooper et al. (2020) note that combining more than one of these methods often leads to the strongest and longest-lasting gains.
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Edwards, C. K., Landa, R. K., Frampton, S. E., Shillingsburg, M. A. (2018). Increasing functional leisure engagement for children with autism using backward chaining. Behavior Modification, 42 (1), 9-33. https://doi.org/10.1177/0145445517740877Links to an external site.
Ingersoll, B. (2012). Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism Developmental Disorders, 42(8), 1768-1773. https://doi.org/10.1007/s10803-011-1423-yLinks to an external site.
Lopata, C., Thomeer, M. L., Volker, M. A., Nida, R. E., Lee, G. K., & Toomey, J. A. (2015) Randomized controlled trial of a comprehensive social skills program for children with high-functioning autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 4064-4076. https://doi,org/10.1007/s10803-015-2529-6Links to an external site.
Walden University, LLC. (2019). Developing New Behaviors [Video]. Walden University Blackboard.