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ERIC Number: ED561426
Record Type: Non-Journal
Publication Date: 2013
Pages: 167
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-5165-2
Peer Mentoring Intervention Teaching Adaptive Skills to Individuals with High Functioning Autism Spectrum Disorders
McCarville, Edel
ProQuest LLC, Psy.D. Dissertation, Hofstra University
Individuals with High Functioning ASD's (HFA) often have difficulties with adaptive functioning. Due to these deficits in independent functioning, many individuals with High-Functioning ASD's have limitations in adulthood. This study investigated if individuals with HFA would have a greater likelihood of learning independent adaptive daily living skills and increase social skills initiation following a peer mentoring intervention. Data was analyzed through visual inspection of graphic display of each target adaptive daily living skill set in the intervention, withdrawal, and reinstatement phases. Busk and Serlin's (1992) techniques were also used to monitor the effect sizes for each participant. Participants consisted of 7 adolescents and young adults between the ages of 15 and 24 years old. Visual and statistical analyses supported the hypothesis that participants would demonstrate an increase in the in percentage of whole task completion of daily living skills for all 7 participants. In terms of maintaining and generalizing learned skills to the natural home environment, 6 out of the 7 participants were reported to complete at least 50% of the daily living skills learned on a weekly basis in a one month follow-up. On daily living skills ratings on the Vineland Adaptive Behavior Scales (VABAS) pre and post intervention, one participant showed results that indicated increased levels of daily living skills above the standard error of measurement (SEM). Behaviorally observable gains made by participants during the intervention did not readily translate to changes for all as rated by parents/caregivers on the daily living skills domain of the VABS. In terms of social initiation, all seven participants demonstrated on overall large effect size when combining baseline and withdrawal to treatment and reinstatement for increased social bids during a group "game time" activity. Five out of 7 participants showed significant results on the VABS social domain from pre to post intervention that indicated increased levels of socialization skills above the mean SEM. One out of the 7 participants demonstrated an increased level of communication skills above the mean SEM. All of the participants demonstrated positive gains following this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Vineland Adaptive Behavior Scales