Using Adaptive Computer-based Instruction to Teach Staff to Implement a Social Skills Intervention.
Practice with actors turns police officers into calm, autism-smart responders, while lecture-only training barely moves the needle.
01Research in Context
What this study did
Mailey et al. (2021) compared two ways to teach police officers how to talk with people with autism. One group got the usual slide deck. The other group got the same slides plus practice with actors who acted like autistic citizens. The actors used scripts that included yelling, avoiding eye contact, or walking away mid-sentence. Officers had to show the right calm voice, give space, and use clear short words. Trainers gave feedback after each try until officers hit the checklist.
The study used a single-case design. Each officer’s skill was tracked across baseline, lecture-only, and simulation phases.
What they found
Officers who only watched the slides barely improved. Once they practiced with actors, their scores jumped. They kept the skills when tested with new actors two weeks later. The lecture group never caught up, even after extra slides.
How this fits with other research
Dogan et al. (2017) and Hassan et al. (2018) already showed parents can learn BST to teach social skills to their kids. Caitlin moves the same package to a new crowd: first responders. The result lines up—practice beats talk.
Grob et al. (2019) taught autistic adults job greetings with BST plus picture prompts. Caitlin flips the lens: instead of teaching the person with autism, it teaches the public servant who meets them. Both studies find you must script and rehearse each separate skill; generalization does not spill over on its own.
LaBrot et al. (2021) ran group BST workshops for parents and saw quick gains. Caitlin uses one-on-one simulation instead of a big room. The two designs do not clash; they simply show BST works in both tight personal coaching and larger group formats.
Why it matters
If you train security staff, transit workers, or camp counselors, swap part of your slide show for real rehearsal. Hire actors or use confident staff to role-play common tough moments. Give clear feedback right after each try. One short practice block can save you from complaints, injuries, or restraint use later.
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02At a glance
03Original abstract
Law enforcement officers (LEOs) may use physical force unnecessarily or escalate problem behavior when attempting to gain the compliance of individuals with autism spectrum disorder (ASD) (Copenhaver & Tewksbury in American Journal of Criminal Justice 44:309-333, 2019). Although specialized training may remedy this problem, the relatively small literature on such training programs indicates the need for further research (Railey et al. in Focus on Autism and Other Developmental Disabilities, 2020). This study used simulations with actors to evaluate the outcomes of performance-based instruction on strategies to promote compliance when LEOs respond to calls involving individuals with ASD. Results for three LEOs and 24 police cadets demonstrated the efficacy of behavioral skills training (BST) for teaching LEOs how to interact more effectively with individuals with ASD. Results also suggested that hands-on training should supplement commonly used forms of didactic instruction.
Journal of organizational behavior management, 2021 · doi:10.1002/bin.1339