Teaching a Child with Autism to Share Among Peers in an Integrated Preschool Classroom: Acquisition, Maintenance, and Social Validation

Teaching a Child with Autism to Share Among Peers in an Integrated Preschool Classroom: Acquisition, Maintenance, and Social Validation

A 4-year old boy with autism was exposed to a multicomponent intervention plan that targeted his verbal and physical sharing among typical peers in an integrated preschool classroom. Preceding daily play sessions he practiced sharing with one peer, and an instructor who directed and demonstrated des...

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Bibliographic Details
Published in:Education & treatment of children Vol. 28; no. 1; pp. 1 - 10
Main Authors: Sawyer, Lori McCann, Luiselli, James K., Ricciardi, Joseph N., Gower, Jennifer L.
Format: Journal Article
Language:English
Published: New York The Roscoe Ledger 01-02-2005
Springer
Subjects:
Autism
Autistic children
Autistic disorder
Behavior Problems
Child development
Children
Developmentally disabled children
Education
Inclusive Schools
Interpersonal Competence
Intervention
Mentally ill children
Methods
Peer relations
Peer Relationship
Peer relationships
Preschool Children
Preschool education
Sharing
Social Reinforcement
Social skills
STUDIES
Teachers
Teaching
Thinking Skills
Toys
Training
United States
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Summary:A 4-year old boy with autism was exposed to a multicomponent intervention plan that targeted his verbal and physical sharing among typical peers in an integrated preschool classroom. Preceding daily play sessions he practiced sharing with one peer, and an instructor who directed and demonstrated desirable behaviors (priming). During actual play, prompts to share and contingent praise were presented. Compared to an initial baseline phase, verbal and physical sharing increased with intervention. Physical sharing decreased when only the prompting and social reinforcement components of intervention were provided. With the full intervention plan, the child's physical sharing occurred at a frequency comparable to his peers, and it was judged highly acceptable by the classroom staff responsible for implementation. Improved verbal and physical sharing were maintained with ongoing intervention.
ISSN:0748-8491
1934-8924