The Power Card strategy is a strength-based intervention to promote social skills of children with autism spectrum disorders (ASD) by capitalizing on their special interests. Although preliminary studies have shown that the Power Card strategy is a promising approach to teach social skills, additional research is needed. The purpose of this study was to evaluate the Power Card strategy in teaching direction following to three first-grade students with ASD within a multiple-baseline across participants design. The Power Card strategy was implemented as prescribed by Gagnon (2001), including functional behav-ioral assessment of students' problem responses, determination of students' special interests, reading of the Power Card scenario, and implementation of the Power Card reminder. The Power Card strategy effectively increased two students' direction following above baseline levels; these gains maintained 8 weeks following withdrawal of the Power Card reminder. For the third student, the Power Card strategy increased direction following; however, the target behavior returned to baseline levels until the Power Card reminder was reintroduced in the last phase of the study. Classroom staff reported that the Power Card strategy was reasonable to implement and effective in promoting social skills. Limitations of the study and suggestions for future research are described.
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