Increasing the Social Interaction of Two Children with Autism Spectrum Disorder and Their Peers

Yıl 2018, , 62 - 74, 31.12.2018

Zuhar Rende Berman

https://doi.org/10.20489/intjecse.506844

Öz

This study examined the effect of the Group Affection
Activities (GAA) on social interaction of two preschool- aged children with
Autism Spectrum Disorder (ASD) and their same-aged peers. In addition to the
music group activities, the main component of the GAA game learning activities
and peer-training were integrated into the intervention. Five peers were
trained on how to interact with the target participants of the study. This
including initiation of and responding to initaiations through means of both verbal
and nonverbal communication acts during free play. This study utilized a case
study design with an ABAB model revealed that improved rates of social
interactions were associated with the presence of the intervention. The
findings agree with those reported by previously conducted studies, however the
maintenance and generalization of improved interaction skills remain to be of a
great concern. It is suggested that in order to address this important issue,
an intervention program combining the Group Affection Activities with
peer-training should be systematically integrated into early childhood
curriculum and implemented for all to benefit.

Anahtar Kelimeler

Social interaction, Group affection activities, Autism Spectrum Disorder, Peer-training

Kaynakça

• Alberto, P.A. & Troutman, A.C. (1990). Applied Behavior Analysis for Teach-ers, New York: McMillan Publishing Company.
• Alnahdi, G. H. (2015). Single Subject De-sign in Special Education: Ad-vantages and Limitations. Journal of Research in Special Educational Needs, 15(4), 257-265.
• Belchic, J. K., & Harris, S. L. (1994). The use of multiple peer exemplars to en-hance the generalization of play skills to the siblings of children with autism. Child & Family Behavior Therapy, 16(2), 1-25.
• Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A Meta-Analysis of School-Based Social Skills Interven-tions for Children with Autism Spec-trum Disorders. Remedial and Special Education, 28(3), 153–162.
• DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to in-crease the social interaction of chil-dren with autism: Consideration of peer expectancies. Focus on autism and other developmental disabilities, 17(4), 198-207.
• Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer‐mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with au-tism. Journal of Applied Behavior Analysis, 25(2), 289-305.
• Honig, A., & McCarron, P. A. (1988). Pro-social behaviors of handicapped and typical peers in an integrated pre-school. Early Child Development and Care, 33(1-4), 113-125.
• Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Ger-shon, B., Wade, L., & Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first‐grade classroom. Journal of Applied Behavior Analysis, 25(2), 281-288.
• Mathews, T. L., Vatland, C., Lugo, A. M., Koenig, E. A., & Gilroy, S. P. (2018). Training Peer Models to Promote So-cial Skills: Considerations for Practice. Focus on Autism and Other Devel-opmental Disabilities, 33(3) 160 –170. 1088357617735814.
• Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatments for children with autism spectrum disor-ders: An overview. Behavior modifica-tion, 31(5), 682-707.
• McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: review of availa-ble research and recommendations for educational intervention and fu-ture research. Journal of Autism and Developmental Disorders, 32(5), 351–372.
• McEvoy, Nordquist, Twardos, Heckaman, Wehby & Denny, (1988). Prompting autistic children’s peer interaction in an integrated early childhood setting using affection activities. Journal of Applied Behavior Analysis, 21, 123-200.
• McEvoy, M. A., & Odom, S. L. (1987). Social interaction training for pre-school children with behavioral disor-ders. Behavioral Disorders, 12(4), 242-251.
• Prendeville, J. A., Prelock, P. A., & Unwin, G. (2005, February). Peer play inter-ventions to support the social compe-tence of children with autism spec-trum disorders. In Seminars in Speech and Language. Georg Thieme Verlag KG.
• Radley, K. C., McHugh, M. B., Taber, T., Battaglia, A. A., & Ford, W. B. (2017). School-based social skills training for children with autism spectrum disor-der. Focus on Autism and Other De-velopmental Disabilities, 32(4), 256-268.
• Radley, K. C., Jenson, W. R., Clark, E., & O’Neil, R. E. (2014). The feasibility and effects of parent-facilitated social skills training program on social en-gagement of children with autism spectrum disorder. Psychology in Schools, 51, 241-255.
• Rogers, S. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism & Devel-opmental Disorders, 30(5), 399–409.
• Sivaraman, M., & Fahmie, T. A. (2018). Using common interests to increase socialization between children with autism and their peers. Research in Autism Spectrum Disorders, 51, 1-8.
• Stain, P. S., Hoyson, M., & Jamieson, B. (1985). Normally developing pre-schoolers as intervention agents for autistic-like children: Effects on class deportment and social interaction. Journal of Early Childhood, 9(2), 105-115. https://doi.org/10.1177/105381518500900202
• Twardosz, S., Nordquist, V. M., Simon, R., & Botkin, D. (1983). The effect of group affection activities on the inter-action of socially isolate children. Analysis and Intervention in Devel-opmental Disabilities, 3(4), 311-338.
• Vanderbilt University, George Peabody College for Teachers. The Social In-tegration of Severely Handicapped Children. Training Module. (1985).
• Westby, Carol. (1991). A scale for as-sessing children’s pretend play. In C.E. Schaeefer, K. Gitlin, & A. Sand-grund (Eds.) Play Diagnosis and As-sessment. New York: John Wiley, 133-161.
• Wolfberg, P., DeWitt, M., Youg, G., & Nguyen, T. (2015). Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings. Journal of Autism & Devel-opmental Disorders, 45(3), 830–845. https://doi.org/10.1007/s10803-014-2245-0