In this study, we examined the effect of peer-implemented script fading procedures on the frequency of independent statements of play by children with autism spectrum disorder (ASD) in a classroom setting. The target children included five 5-year-old individuals with ASD with the ability to speak in three- to five-word phrases but did not initiate play with peers. We trained typically developing peers, ages 5 to 6, on how to implement procedures, prompt correct responses, systematically fade scripts, and interact with the target children. We used a script-fading intervention, including auditory scripts that prompted initiation of play with peers. We conducted sessions in an open area of a classroom using a preferred toy set and two additional toy sets for generalization. Following training, we found that peers implemented procedures with fidelity and target participants showed an increase in independent statements of play, both scripted and unscripted.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-6115 |
| Date | 01 May 2016 |
| Creators | Rosdahl, Jessie |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). |
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