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The Effects of Using Social Interaction Strategies on the Social Behavior of Young Children with Autism

Craft, Danielle A.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1418908526

Abstract Details

2001, Master of Arts, Ohio State University, EDU Teaching and Learning.
The inclusion of children with disabilities in classrooms with typically developing peers has been the basis for research in recent years. Children who are diagnosed with autism present an especially unique challenge to the concept of inclusion. Since these children usually have social, communicative, and emotional deficits, their successful inclusion in classrooms with typically developing peers must be facilitated by teachers, peers, and other supports (Heward, 1996). This study investigated the effects of using group affection/social interaction strategies on the social behavior of young children with autism. This approach to promoting social interaction between young children with disabilities has been investigated by McEvoy, Nordquist, Twardosz, Heckaman, Wehby, and Denny (1988). Five children participated in this study, which attempted to replicate research by McEvoy et al. (1988). The two target children were diagnosed with autism or pervasive developmental disorder, they were both five-years old. The remaining participants were typically developing five-year olds. The children (one target child and one typically developing peer) were paired into dyads each day and asked to play group affection strategies for five to ten minutes in the gymnasium of the school. The children were then observed during their free-play period to determine whether the group affection games would promote appropriate social interaction in the classroom between the target children and their peers. The study was implemented four days a week at an inclusive preschool. During baseline, the social behavior of the subjects (initiations, responses, and reciprocal interactions) was observed and recorded. During the intervention phase, each child’s untrained initiations, responses, and reciprocal interactions were noted following the completion of group affection strategies. The total number of teacher prompts were also noted each day of baseline and intervention. The study found that group affection strategies was a successful method for increasing the appropriate social interactions of children diagnosed with autism and their peers. During the study, data were collected on all social behaviors. The results demonstrated that the typical peers and target children increased their appropriate social interactions. The results also showed that teacher prompts were gradually reduced as a result of increased interaction between children.
Donna Y. Ford (Advisor)
Diane M. Sainato (Committee Member)
108 p.
Behavioral Psychology; Education

Recommended Citations

Citations

  • Craft, D. A. (2001). The Effects of Using Social Interaction Strategies on the Social Behavior of Young Children with Autism [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1418908526

    APA Style (7th edition)

  • Craft, Danielle . The Effects of Using Social Interaction Strategies on the Social Behavior of Young Children with Autism. 2001. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1418908526.

    MLA Style (8th edition)

  • Craft, Danielle . "The Effects of Using Social Interaction Strategies on the Social Behavior of Young Children with Autism." Master's thesis, Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1418908526

    Chicago Manual of Style (17th edition)

osu1418908526
177
© 2001, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.