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Using high-probability request sequences to increase social interactions in young children with autism

Jung, Sunhwa
http://rave.ohiolink.edu/etdc/view?acc_num=osu1062126243

Abstract Details

2003, Doctor of Philosophy, Ohio State University, Physical Activity and Educational Services.
The importance of children’s development and learning in the early years has been strongly emphasized in practice and research. To date, a variety of empirically validated strategies in early childhood special education and applied behavior analysis have been developed. Among the variety of effective instructional strategies, the high-probability request sequence has been demonstrated as an antecedent and non-aversive procedure, which is well incorporated into classroom routines. Few studies on the use of the high-probability request sequence have addressed the social behaviors of young children with autism with peers in their natural environment. The inclusion of young children with disabilities is increasing, and building meaningful social relationships between children with and without disabilities is one of the most important goals of inclusion. Due to the substantial social skill deficits of children with autism, facilitating social interactions has been a critical issue in educational research. Among a variety of social interaction interventions, peer-mediated strategies are the most frequently used and have shown the strongest empirical support for social outcomes. However, it is noted that these strategies focus on peer training to initiate with children with autism, and often yield prompt-dependent behavior and limitations in generalization and maintenance. Few studies have been implemented to teach social behaviors children with autism as well as the typically developing peers. The purpose of this study was to investigate an effective strategy to increase social interactions of children with autism in the children’s typical classroom environment. The high-probability request sequence intervention was first delivered to the peers as a model and then delivered to the target children. The intervention was implemented using the children’s favorite play materials during a center time in an inclusive classroom. The specific dependent variables of interest were the percent correct responses to the low-probability requests, and number of intervals of social initiations and responses toward other children. The effects of the intervention on these variables were monitored using a single subject multiple baseline design across subjects. In addition, measures of procedural integrity, accuracy and social validity were collected. The results of this study indicated that all three children’s compliant responding to low-probability requests and social initiations and responses increased during the intervention condition. Furthermore, the target children’s social initiations and responses generalized with their peers and in generality settings.
Diane Sainato (Advisor)
283 p.
Education, Early Childhood
High-probability request sequence; Social interaction; Autism

Recommended Citations

Citations

  • Jung, S. (2003). Using high-probability request sequences to increase social interactions in young children with autism [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1062126243

    APA Style (7th edition)

  • Jung, Sunhwa. Using high-probability request sequences to increase social interactions in young children with autism. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1062126243.

    MLA Style (8th edition)

  • Jung, Sunhwa. "Using high-probability request sequences to increase social interactions in young children with autism." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1062126243

    Chicago Manual of Style (17th edition)

osu1062126243
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© 2003, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.