ERIC Number: EJ1064013
Record Type: Journal
Publication Date: 2015-Jul
Abstractor: As Provided
Reference Count: 47
Priming for Social Activities: Effects on Interactions between Children with Autism and Typically Developing Peers
Gengoux, Grace W.
Journal of Positive Behavior Interventions, v17 n3 p181-192 Jul 2015
This study examined whether brief priming sessions (i.e., previewing activities with an adult ahead of time) would increase the rate of initiations made by children with autism to peers in inclusive settings. A multiple baseline across participants design assessed changes in rate of initiations, as well as statements reflecting target child competence and positive affect. Following priming, all four participants with autism demonstrated increased rates of peer initiations, and they generalized these gains to unprimed activities. Children with autism and peers also verbalized statements reflecting the competence of the child with autism and exhibited stable or improved levels of positive affect. Results are discussed in terms of theoretical and practical implications for future research and clinical care.
Descriptors: Priming, Autism, Elementary School Students, Interpersonal Relationship, Interaction, Interpersonal Communication, Social Development, Young Children, Intervention, After School Programs, Day Camp Programs, Peer Relationship, Play, Child Behavior, Observation, Likert Scales, Generalization, Rating Scales, Affective Behavior
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Expressive One Word Picture Vocabulary Test; Vineland Adaptive Behavior Scales