Date of Award
1-29-2010
Document Type
Thesis
Degree Name
Communication Disorders, MCD
First Advisor
Mike McDaniel
Committee Members
Julie Lamb-Milligan; Richard Neeley; Sherry Lovelace; Susi Sifford
Call Number
LD 251 .A566t 2009 K75
Abstract
This study investigated the effects of a peer training intervention on social interactions among two subjects with autism spectrum disorder (ASD) and four typically developing peers. A multiple probe (Horner & Baer, 1978) across tasks, replicated across participants design, was used to evaluate these effects. Prior to data collection, a task sequence analysis was created to identify and describe the specific behavioral steps and sequence needed for successful acquisition of attention maintenance. Sub-behaviors selected for acquisition included: 1) maintaining eye contact or directional gaze; 2) maintaining close proximity to peer while interacting; 3) directing or initiating conversation with the peer; and 4) maintaining the topic of conversation. For both participants with ASD, two typically developing peers participated in peer training sessions that targeted behaviors to elicit social interactions. Probe sessions were conducted throughout the study with both peers and participants once peers met previously set criterion during peer social training sessions. Data collected during training and probe sessions indicated that peer training social intervention generally resulted in increased initiations by trained peers as well as increased initiations and responses by students with ASD. Unexpectedly, results also indicated an increase in social behaviors that had not been targeted to be elicited by peers during interaction in early probe sessions.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Krebs, Mindy Leigh, "The Effects of Peer Training Social Intervention on Social Interactions of Children with Autism" (2010). Student Theses and Dissertations. 1020.
https://arch.astate.edu/all-etd/1020
