Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention.

The purpose of this dissertation is to develop and examine the efficacy of a social skills intervention program that was delivered to preschoolers with Autism Spectrum Disorder (ASD) via typically-developing peers. According to the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM 5; American Psychiatric Association, 2013), one of the defining characteristics of ASD is a marked impairment in social interaction. Children with ASD often lack the ability to use social cues and frequently fail to develop peer relationships that are appropriate to their developmental level. In this model, a speech language pathologist and three early childhood educators trained typically- developing peers to engage children with ASD in play. Three preschool children with ASD and six peers participated in five social skills training sessions followed by 12 implementation sessions (six sessions for each peer). The peer intervention took place in early childhood classrooms during play sessions with blocks and play dough. A single-subject multiple baseline design across subjects was used to determine the effects of the intervention. All three children with ASD demonstrated significant gains in the number and length of their interactions with peers, and in their responses and initiations with peers. Gains were maintained over time. In addition, generalization of the skills learnt was measured by collecting data with an untrained peer. The results provided preliminary evidence supporting this model of intervention. Treatment fidelity and social validation measures are documented. Limitations are acknowledged, future research is suggested, and implications are drawn.Keywords: autism spectrum disorder, peer-mediated intervention, social interaction, preschoolers, single subject design.

Department dc:contributor.department

Speech-Language Pathology

Year dc:date.issued

2014

Author dc:creator

• Katz, Esther Ruch

Advisor dc:contributor.advisor

• Luigi, E Girolametto

• autism spectrum disorder
• peer-mediated intervention
• preschoolers
• single subject design
• social interaction

Handle dc:identifier.uri

http://hdl.handle.net/1807/68479

OAI identifier oai:identifier

oai:utoronto.scholaris.ca:1807/68479