The Impact of Social–Behavioral Learning Strategy on the Social Interaction Skills of Four Students with Asperger Syndrome

This study examined the effect of a social–behavioral learning
strategy intervention (SODA) on the social interaction skills of
4 elementary school children with Asperger syndrome (AS).
More specifically, the study investigated the effect of SODA
training on the abilities of 4 children with AS to participate in
cooperative learning activities, play organized sport games, and
visit with their peers during lunch. A multiple-baseline-acrosssettings
design (Tawney & Gast, 1984) was used to analyze
social behavior without SODA (baseline) and with SODA (intervention)
during fourth- or fifth-grade social studies cooperative
learning activities, noon recess, and lunch. Maintenance probes
occurred once a month for 5 months following completion of
the intervention. The participants benefited from the SODA
intervention. They presented increased percentages of time
spent learning cooperatively, playing organized sport games,
and visiting during lunch when SODA training began. When
SODA training discontinued, they maintained high performance
across all study conditions, nearly matching those achieved by
4 peers without disabilities. In addition, the participants presented
long-term memory of SODA 1 month after maintenance.