Master of Arts (M.A.)
A multiple baseline design was used to analyze the impact of a multi-component intervention on appropriate social responding and initiations during play for children with autism. This intervention consisted of utilizing a combination of priming, child selection of activities, rehearsal/repetition, modeling, feedback, reinforcement, and varying prompting levels within a naturalistic free play activity in a classroom setting. Results indicate that improvements in both appropriate social responding and initiations could be seen in sessions with the teacher, a trained peer, and during generalization probes with untrained peers. Implications regarding the use of direct teaching strategies in teaching children with autism to initiate and appropriately respond to peers are discussed.
Jolly, Kristyne Ruth, "Increasing initiations and social responding during play for children with autism" (2009). Capstone Projects (Campus-Only Access). 520.