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.
Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:BVAU./637 |
Date | 05 1900 |
Creators | Jull, Stephanie G. |
Publisher | University of British Columbia |
Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
Language | English |
Detected Language | English |
Type | Electronic Thesis or Dissertation |
Format | 696680 bytes, application/pdf |
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