Effectiveness of peer interventions to develop appropriate communication skills in children with autism

The purpose of this research was to determine which type of social intervention is more efficient when comparing Peer Video Modeling and Peer Tutoring when attempting to decrease inappropriate social behaviors. Three children were chosen because they each displayed a lack of eye contact, inappropriate verbal responses, or avoidance of a response during free play sessions with their peers in the inclusionary prekindergarten classroom. Baseline data collection was held for a three-day period. A personalized peer modeling video was made for Students A and C. For Students B and C, personalized trained peers were paired. These interventions were implemented with the children across separate five-day periods and data of the rate of occurrence of the target behavior was collected. While both methods of interventions decreased the target behavior, both Peer Tutoring and Peer Video Modeling proved to have the best results in attempting to decrease inappropriate social behavior.

Name thesis:degree_name

M.A. Learning Disabilities

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2012

Author dc:creator

• Draper, Meghan

Contributors dc:contributor

• Kuder, S Jay

• Autistic children; Social skills--Study and teaching
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/112

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1111