ABA and the Development of Meaningful Social Relations for Young Children with Autism

Abstract

Meaningful social relations should be a primary outcome of educational programs for young children with autism. A number of instructional strategies derived from applied behavior analysis are reviewed, with particular attention paid to the social validity and sustainability of behavior change. More intensive, comprehensive, and ecologically valid intervention methods must be used in order to produce the level of behavior change desired by consumers and demanded by the complexity of the social world.

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