Unresponded Social Initiations in Adolescents on the Autism Spectrum: A Naturalistic Observation in an Inclusive School Club

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Adolescents on the autism spectrum have difficulties initiating social interactions, which affects their peer engagement. This study investigated the characteristics of unresponded social initiation among adolescents on the spectrum and their typically developing peers. We investigated the rated characteristics of unresponded initiations among 12 students (six with autism; sixth to seventh grade) and explored the effects of the student group, peer group, and purpose and type of initiations. Primary Author and Speaker: Yu-Lun Chen Additional Authors and Speakers: Kristie Patten

Effects of a Multicomponent Peer Mediated Intervention on Social Communication of Preschoolers With Autism Spectrum Disorder

The absence of direct intervention and peer and staff training can contribute to social isolation in children with autism spectrum disorder (ASD). Effective interventions are needed to realize the benefits of inclusive education. This study examines the effects of a multicomponent, peer-mediated intervention on the social communication behaviors of children with ASD and their typical peers in inclusive preschool classrooms. A multiple-probe design across three dyads was used to examine the effects of the multicomponent intervention on social initiations and social communication exchanges. Improved social communication exchanges between children with ASD and their peers resulted for each dyad. In contrast to previous research, children with ASD demonstrated increased social initiations but less positive effects for social responses. The study contributes to an emerging body of literature that examines the effects of multicomponent peer-mediated interventions on social communication among preschool children with ASD.

Reductive Interventions

Schools ordinarily support establishing or increasing target behaviors, for example, increasing the number of letter sounds mastered or the frequency of social initiations; however, supporting the reduction of target behaviors is also an important goal of behavior analytic practice in schools. Although numerous target behaviors may warrant functional assessment and subsequent reduction at the individual level (e.g., aggression, self-injurious behavior), this chapter focuses on describing the implementation of and research outcomes related to reductive interventions designed to help teachers decrease disruptive, inappropriate, off-task, or problem behavior in general education classrooms. Reductive interventions describe strategies that explicitly target reduced levels of a target behavior. These interventions may be implemented to address chronic problem behaviors that may have been unresponsive to other positive interventions. The chapter describes various reductive strategies that may be implemented at a Tier I level, such as time-out, think time, and structured recess.

Improving Social Initiations of Children with Autism Using Video Self-Modeling with Video Feedback: A Case Study

The purpose of this A-B subject research design was to investigate the efficacy of video self-modeling with video feedback using an iPad to promote social initiation skills in a young child with Autism Spectrum Disorder (ASD). It was hypothesized that the participant would increase social initiations toward peers in an inclusive preschool classroom by viewing a video of himself performing four targeted behaviors. The participant’s paraprofessional and his early childhood special educator implemented the intervention and provided feedback on his performance. Findings of this case study revealed improvements in the four targeted behaviors: approaching, greeting, inviting, and interacting with a peer. As a result of the intervention, the participant demonstrated generalization of target behaviors across settings, peers, items, and activities. In addition, the target behaviors were maintained one month after the intervention was withdrawn. Social validity results from the participant’s parents as well as his paraprofessional and teachers supported efficacy of the intervention.