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Examination of the Effectiveness and Acceptability of a Play-Based Sibling Intervention for Children with Autism: A Single-Case Research Design
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Glugatch, Lindsay B.; Machalicek, Wendy – Education and Treatment of Children, 2021
Complementary and reciprocal interactions are a defining feature of sibling relationships for young children. However, the social and communication difficulties of children with autism spectrum disorder (ASD) can make reciprocal play more difficult and play between siblings can be less rewarding. Sibling play can serve an important role in…
Descriptors: Autism, Pervasive Developmental Disorders, Siblings, Young Children
Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool
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Cardon, Teresa; Wangsgard, Nichole; Dobson, Nicole – Education and Treatment of Children, 2019
This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B-A-B-C); two additional students…
Descriptors: Video Technology, Peer Influence, Modeling (Psychology), Interpersonal Communication
Using Noncontingent Reinforcement to Reduce Perseverative Speech and Increase Engagement during Social Skills Instruction
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Noel, Christina R.; Rubow, Christopher C. – Education and Treatment of Children, 2018
Noncontingent reinforcement (NCR) is an effective technique for reducing a variety of behaviors in individuals with autism spectrum disorders (ASD); however, prior researchers have not investigated the effects of NCR to reduce perseverative speech in children with ASD in naturalistic educational contexts. The current investigation evaluated the…
Descriptors: Reinforcement, Autism, Pervasive Developmental Disorders, Interpersonal Competence
Effects of a Social Skills Intervention on Children with Autism Spectrum Disorder and Peers with Shared Deficits
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Radley, Keith C.; O'Handley, Roderick D.; Battaglia, Allison A.; Lum, John D. K.; Dadakhodjaeva, Komila; Ford, William B.; McHugh, Melissa B. – Education and Treatment of Children, 2017
The current study evaluated the effects of the "Superheroes Social Skills" program (Jenson et al. 2011) in promoting accurate demonstration of target social skills in training and generalization conditions in young children with autism spectrum disorder (ASD) and peers with shared social deficits. Three preschool-age children with ASD…
Descriptors: Pervasive Developmental Disorders, Autism, Intervention, Interpersonal Competence
Comparing Social Stories™ to Cool versus Not Cool
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Leaf, Justin B.; Mitchell, Erin; Townley-Cochran, Donna; McEachin, John; Taubman, Mitchell; Leaf, Ronald – Education and Treatment of Children, 2016
In this study we compared the cool versus not cool procedure to Social Stories™ for teaching various social behaviors to one individual diagnosed with autism spectrum disorder. The researchers randomly assigned three social skills to the cool versus not cool procedure and three social skills to the Social Stories™ procedure. Naturalistic probes…
Descriptors: Pervasive Developmental Disorders, Social Behavior, Interpersonal Competence, Critical Incidents Method
Teaching Social Communication Skills Using a Cool versus Not Cool Procedure plus Role-Playing and a Social Skills Taxonomy
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Leaf, Justin B.; Taubman, Mitchell; Milne, Christine; Dale, Stephanie; Leaf, Jeremy; Townley-Cochran, Donna; Tsuji, Kathleen; Kassardjian, Alyne; Alcalay, Aditt; Leaf, Ronald; McEachin, John – Education and Treatment of Children, 2016
We utilized a cool versus not cool procedure plus role-playing to teach social communication skills to three individuals diagnosed with autism spectrum disorder. The cool versus not cool procedure plus role-playing consisted of the researcher randomly demonstrating the behavior correctly (cool) two times and the behavior incorrectly (not cool) two…
Descriptors: Interpersonal Competence, Taxonomy, Role Playing, Teaching Methods
Teaching Socially Expressive Behaviors to Children with Autism through Video Modeling
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Charlop, Marjorie H.; Dennis, Brian; Carpenter, Michael H.; Greenberg, Alissa L. – Education and Treatment of Children, 2010
Children with autism often lack complex socially expressive skills that would allow them to engage others more successfully. In the present study, video modeling was used to promote appropriate verbal comments, intonation, gestures, and facial expressions during social interactions of three children with autism. In baseline, the children rarely…
Descriptors: Cues, Intonation, Autism, Interpersonal Competence