Toward meaningful outcomes in teaching conversation and greeting skills with individuals with autism spectrum disorder

Stephanie A. Hood, Kevin C. Luczynski, Daniel R. Mitteer

Research output: Contribution to journalArticle

8 Scopus citations


We identified greeting and conversation deficits based on a parent interview and semistructured direct assessment for one child and two adolescents with autism spectrum disorder. We taught the greeting and conversation skills using behavioral skills training and within-session corrective feedback. A multiple baseline across conversation and greeting skills demonstrated experimental control over the effects of the teaching on acquisition and generalization to novel adults. We also conducted embedded reversals to assess maintenance of the acquired skills. Teaching produced robust acquisition, generalization, maintenance, and treatment extension for 15 of the 16 targeted skills across participants. Participant and parent reports indicated high levels of social validity for the intervention and outcomes. The results support individualized assessment and intervention for improving greeting and conversation skills during unscripted interactions, which are requisite for more extended and complex social interactions.

Original languageEnglish (US)
Pages (from-to)459-486
Number of pages28
JournalJournal of applied behavior analysis
Issue number3
Publication statusPublished - Jun 1 2017



  • autism spectrum disorder
  • behavioral skills training
  • conversation skills
  • generality
  • generalization
  • greeting skills
  • social skills
  • social validity
  • treatment extension

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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