Increasing initiations and social responding during play for children with autism

Author

Kristyne Ruth Jolly, California State University, Monterey Bay

Date

2009

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

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.

Comments

Thesis (M.A.) Teacher Education Department

Recommended Citation

Jolly, Kristyne Ruth, "Increasing initiations and social responding during play for children with autism" (2009). Capstone Projects and Master's Theses. 520.
https://digitalcommons.csumb.edu/caps_thes_restricted/520