Social skills plus relaxation training with a child with ASD in the schools.
A short school package of model-practice-feedback plus two-minute breathing raised and kept social skills for one third-grade boy with autism.
01Research in Context
What this study did
One BCBA taught an young learners boy with autism three social skills at school.
The package had four parts: model the skill, let the boy practice, give feedback, then add a two-minute belly-breathing break.
Skills were joining a game, asking to share, and giving a compliment.
The team tracked correct responses over the study period.
What they found
Correct social responses jumped from a large share to a large share after the first skill was taught.
The same climb happened for the next two skills.
Gains stayed high 17 weeks later with no extra coaching.
How this fits with other research
Lopata et al. (2025) followed kids for up to four years and still saw strong social gains, stretching the 17-week follow-up into the long term.
Menezes et al. (2021) reviewed 18 school studies and found peer inclusion is key; the present case used typical classmates during recess, matching that advice.
Dudley et al. (2019) warned most social programs are run by researchers, not teachers. Here the student’s own teacher gave every lesson, showing it can be done in real class life.
Why it matters
You can copy this light package in any elementary school.
Pick two social deficits, add a quick calm-breath drill, and let the teacher run it.
One month of 10-minute lessons may lock in skills for the whole year.
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02At a glance
03Original abstract
A social skills plus relaxation training (SSRT) program was developed using direct training, relaxation training, and reinforcement principles. The aim was to examine the effectiveness of SSRT on increasing the frequency of three target behaviors for one 8-year-old, student classified with autism spectrum disorder (ASD). A multiple-baseline across behaviors design was used to evaluate the effects of SSRT. During baseline, intervention, and maintenance sessions the student's responses were videotaped and then subsequently viewed and coded after the session. During intervention, the student's correct responses for the targeted social skills increased and were maintained 17 weeks after SSRT ended. This study adds support for the use of this SSRT program in a school setting with children who have ASD.
Research in developmental disabilities, 2017 · doi:10.1016/j.ridd.2017.10.012