Teaching children with autism to interact with their typically developing peers can be a challenge. Previous research has documented that there are many effective ways to teach social interaction; however, these interventions were implemented almost exclusively by trained professionals. The purpose of this study was to assess the effectiveness of parent-implemented contextually supported play dates. Specifically, two parents were taught to use mutual reinforcement and to design cooperative arrangements to help their child with autism to interact with a typical peer in their homes. Two independent reversal designs were used to demonstrate a functional relationship between parent-supported contextually supported play dates and an increase in synchronous reciprocal interactions for both participants. Social validity was also high for both parents; however, there was no consistent impact on participant, confederate, or parent affect. The results are discussed with reference to previous research, future directions, and implications for practice.

Teaching children with autism to interact with their typically developing peers can be a challenge. Previous research has documented that there are many effective ways to teach social interaction; however, these interventions were implemented almost exclusively by trained professionals. The purpose of this study was to assess the effectiveness of parent-implemented contextually supported play dates. Specifically, two parents were taught to use mutual reinforcement and to design cooperative arrangements to help their child with autism to interact with a typical peer in their homes. Two independent reversal designs were used to demonstrate a functional relationship between parent-supported contextually supported play dates and an increase in synchronous reciprocal interactions for both participants. Social validity was also high for both parents; however, there was no consistent impact on participant, confederate, or parent affect. The results are discussed with reference to previous research, future directions, and implications for practice.

Teaching children with autism to interact with their typically developing peers can be a challenge. Previous research has documented that there are many effective ways to teach social interaction; however, these interventions were implemented almost exclusively by trained professionals. The purpose of this study was to assess the effectiveness of parent-implemented contextually supported play dates. Specifically, two parents were taught to use mutual reinforcement and to design cooperative arrangements to help their child with autism to interact with a typical peer in their homes. Two independent reversal designs were used to demonstrate a functional relationship between parent-supported contextually supported play dates and an increase in synchronous reciprocal interactions for both participants. Social validity was also high for both parents; however, there was no consistent impact on participant, confederate, or parent affect. The results are discussed with reference to previous research, future directions, and implications for practice. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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