Abstract
An essential goal for individuals with autism spectrum disorder (ASD) is to reach maximal independence on a variety of tasks that facilitate academic and vocational engagement and community integration. One-to-one instructional arrangements do not adequately prepare individuals with autism to function within various group contexts and limit opportunities for positive social interactions with one or more peers. Furthermore, group instructional formats have multiple benefits, including potentially increased instructional time and additional learning opportunities. The purpose of this pilot study was to evaluate the acquisition and maintenance of verbal behavior targets in individual and dyad instruction, as well as to compare levels of engagement across these instructional arrangements. Results suggest that three of the four participants acquired more targets during individual instruction, and three of the four participants maintained more targets within individual instruction. In addition, three of the four participants spent less time in instruction and more time on break during dyad instruction. These findings demonstrate the diversity of outcomes for dyad instruction for people with ASD. Directions for future research and suggestions for clinical implementation are provided.