Greeting Skills: A Systematic Review of the Literature
Behavioral Interventions
Hickey, C. R., Reeve, S. A., et al. (2022).
Behavioral Interventions, 38(2), 1-21.
This systematic review investigates the effects of intervention on the use of greetings in individuals with intellectual disability.
Not stated
1960-2020
Peer-reviewed studies
11
Differential reinforcement and shaping was effective for all participants taught the strategy (n=4) and prompt delay was effective for all participants taught that strategy (n=3). Behavioral skills training and textual prompt was not effective for any participants (n=1), computer based-instruction plus video priming was also not effective for any participants (n=4), and peer-mediated interactions were not effective for any participants either (n=1). Social stories were effective for 4 of 5 participants. Video priming plus reinforcement was effective for 6 of 8 participants.<br /><br />Analysis of greeting type revealed most participants were taught a vocal and motor greeting simultaneously; however, teaching procedures were more effective when a single greeting type was taught.
For 16 of the 31 participants across studies who were taught greetings in isolation, teaching procedures were effective for 13 of the 16. For the other 15 participants taught multiple skills simultaneously, teaching procedures were effective for 4, ineffective for 8, and inconclusive for 3 of the 15.
Generalization (responding to novel conditions) was assessed for 22 participants across studies. In these, 6 of 22 generalized response, 12 did not, and outcomes were inconclusive for 4. Typically, only one strategy for generalization was used, with the most common being programming common stimuli from the novel environment into the teaching environment and the second most common being multiple exemplar training.
