Abstract

The purpose of this study is to analyze the effects of a peer-mediated social skills intervention (PMI) on children 6-12 years of age diagnosed with autism spectrum disorder (ASD). Current literature discusses the effects of peer-mediated social skills interventions for children with ASD in schools and on the playground but has not been conducted in an Applied Behavior Analysis (ABA) clinic or in an Early Childhood Education/ABA-integrated preschool. Three dyads, each consisting of a typical peer and a target child diagnosed with ASD, participated in this study. The frequency of participants' initiations, responses, and continuations were collected throughout all phases, and levels of social anxiety were collected from both members of the dyad periodically using the Severe Measure for Social Anxiety Disorder Child Age (11-17) questionnaire (SMSAD). A multiple baseline across participants design featuring a baseline phase, peer training, intervention without materials, intervention with materials, and generalization probes was used to evaluate the effectiveness of the procedures on communication. The results demonstrate an increase in responses across two target children. The frequency of continuations increased for one target child and initiations increased in another target child. Levels of social anxiety decreased for two dyads while the SMSAD questionnaire was not administered to the other dyad. The results of this study indicate that there may be a relationship between peer-mediated interventions and social anxiety levels. The results also indicate that peer-mediated interventions may provide positive outcomes in social interactions between children with ASD and neurotypical peers in ABA settings. Implementing peer-mediated interventions in ABA settings may provide opportunities that could ease the social transition from ABA services to an integrated setting by increasing the number of social interactions between children with ASD and their peers. Peer-mediated social skills interventions may have more of an impact on children who emit limited, independent interactions with peers.

Degree

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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