Document Type




Publication Date

Spring 2020



Source Publication

Journal of Applied Behavior Analysis

Source ISSN



Individuals with developmental disabilities, such as autism spectrum disorder, typically exhibit conversation skill deficits, with two prevailing deficits including giving and accepting compliments. The current study used an individualized approach to assess and teach accepting and giving compliments specific to performance, possession, and appearance with three adolescents and young adults with developmental disabilities. We taught these skills using behavioral skills training and prompting during conversations utilizing a multiple-baseline design across participants. We also observed generalization and treatment extension of the participants' skills in conversations with adults not associated with teaching and in the absence of any teaching procedures. The results support the efficacy of the procedures used toward improving giving and accepting compliments within the context of a conversation. We discuss considerations to improve the social acceptability of and refinements to the teaching procedures and acquired skills.


Accepted version. Journal of Applied Behavior Analysis, Vol. 53, No. 2 (Spring 2020): 1013-1028. DOI. © 2020 Wiley. Used with permission.

Stephanie Hood was affiliated with California State University, Northridge at the time of publication.

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