Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism

Abstract

Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the motivational techniques of Pivotal Response Training through peer-mediated practice to improve social interactions for children with autism during recess activities. A multiple baseline design across subjects was used to assess social skills gains in two elementary school children. The results demonstrated an increase in important social skills, namely social initiations and turn taking, during recess.

Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines

“…This corresponds favorably to previous peer-mediated intervention studies in which confederate training ranged from approximately 40-150 min (Harper et al, 2008;Strain et al, 1979;Thiemann & Goldstein, 2004). This modest investment of time resulted in confederates' ability to maintain high levels of virtually independent prompting throughout the intervention phase, where they required one trainer prompt or less per 5 min in order to support communication by students with ASD.…”

“…The overall rate of social interaction between the peers and children with ASD increased as a result of this intervention. Similarly, Harper, Symon, and Frea (2008) taught peers to use a variety of strategies (i.e., gaining attention, narrating play, reinforcing the target child, turn-taking) to initiate and facilitate play with two boys with ASD during recess. Both boys showed significant improvements in social initiations and responses that were maintained after the treatment was withdrawn.…”

Pivotal Response Treatment for Children with Autism Spectrum Disorders: A Systematic Review

“…Video feedback was used in four studies and in vivo feedback in 18 studies. Several studies incorporated additional instructional strategies, such as small group discussions , assessments (e.g., Seiverling et al 2010), picture prompts (e.g., Harper et al 2008) and reinforcement (Kuhn et al 2008). Stahmer and Gist (2001) investigated the addition of a parent information support group to PRT parent training.…”

“…Two studies incorporated all seven PRT techniques (Minjarez et al 2011;Suhrheinrich 2011). Several studies incorporated additional intervention strategies, such as multiple cues (e.g., Pierce and Schreibman 1997b), modeling of target response (Stahmer 1995), prompting (e.g., Koegel et al 2012), prompt fading (e.g., Koegel et al 2010a), time delay (Koegel et al 1998a), and narrative play (e.g., Harper et al 2008).…”

Zihin Yetersizliği Olan Bireylerle Sosyal Beceri Öğretimi Alanında Gerçekleştirilen Tek Denekli Araştırmaların İncelenmesi

“…Many different methods and techniques can be used in the teaching of social skills. When literature is examined, it is seen that there are researches using modeling (Odluyurt, 2013), video modeling (Acar, 2015, Avcioglu, 2013, Emecen, 2008, Scattone, 2008, Sansosti and Powell-Smith, 2008, Paterson and Arco, 2007, shaping, behavioral rehearsal and role playing (Akfırat, 2004;Avcıoğlu, 2012-b;Eldeniz, 2005;İpek, 1998), direct instruction (Alptekin, 2010;Çakır, 2006;Özokçu, 2008), cognitive process approach (Çifci, 2001(Çifci, , Emecen, 2008, cooperative learning (Avcıoğlu, 2001;Avcıoğlu, 2012-a), self-management (Avcıoğlu, 2012(Avcıoğlu, -b, Çelik, 2010 and basic response teaching (Harper et al, 2008;Schreibman, 1995, 1997). It has been stated that researches in the field of literature have provided positive results in terms of teaching social skills to individuals who have intellectual disabilities can sustain their independent lives in society (Türer, 2010;Dağseven-Emecen, 2011;Alptekin, 2012;Avcıoğlu, 2012Avcıoğlu, -a, 2012Alptekin and Özyürek, 2013).…”