Training social interpersonal skills in two autistic children.

Two children, a 10-year-old girl and a 9-year-old boy both of whom were autistic and mentally retarded and one of whom was also hyperactive, were treated for social skill deficits. Targets of treatment were refraining from perseveration, appropriate affect, appropriate content of speech, appropriate sitting, and eye contact. Training included modeling, instructions, performance feedback, role-playing, rehearsal, and tangible and social reinforcers. A multiple baseline within subjects and across behaviors design was employed. Marked improvements were noted soon after treatment was implemented. The significance of these effects and their implications for future research are discussed.