ERIC Number: ED400654
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Increasing Social Interactions of Preschoolers with Autism through Relationships with Typically Developing Peers.
This report describes a practicum that was designed to improve the social skills of eight preschool children with autism or Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), through interactions with their typically developing peers. The children were taught in a classroom with eight typically developing children using a regular education curriculum, with modifications to address specific individualized education program goals and objectives. Learning centers were used to teach the academic skills; group time was used to teach beginning concepts; play time was used to teach social skills; and small group time was used to promote interactions between typically developing children and the children with autism. Skill streaming, pivotal response training, and a group contingency were utilized in these settings. Seven of the children with autism improved in each of the four social areas that were studied: (1) eye contact; (2) parallel and symbolic play skills; (3) turn taking; and (4) verbal and nonverbal responses. The use of peer modeling was found to be highly successful in maintaining integration of the children in the class. The typically developing children made gains in academic skills, expressive language, and self-esteem. (Contains 20 references.) (CR)
Descriptors: Autism, Expressive Language, Eye Contact, Inclusive Schools, Instructional Effectiveness, Interaction, Interpersonal Competence, Modeling (Psychology), Peer Influence, Peer Relationship, Peer Teaching, Play, Preschool Education, Self Esteem, Skill Development, Social Integration, Verbal Communication
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum Report, Nova Southeastern University.