Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Topics in Early Childhood Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Tsao, L.-L.
Right arrow Articles by Odom, S. L.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Sibling-Mediated Social Interaction Intervention for Young Children With Autism

Ling-Ling Tsao

University of Wisconsin-Oshkosh, tsaol{at}uwosh.edu

Samuel L. Odom

Indiana University

In the present study, the authors investigated the effectiveness of a sibling-mediated intervention in supporting the social behaviors of young children with autism. They used a multiple-baseline design across four sibling dyads to examine the effectiveness of the intervention. The researchers taught the typically developing siblings ways to socially engage their brothers with autism, which resulted in strong and positive changes in joint attention and modest changes in social behavior for the latter. Social validity ratings by observers who were naïve to the study parameters documented the social importance of the intervention effects for three of the four children; however, the results did not provide strong evidence for generalization of increased social interactions to different settings. The authors also discuss the practical implications of their findings.

Topics in Early Childhood Special Education, Vol. 26, No. 2, 106-123 (2006)
DOI: 10.1177/02711214060260020101
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Communication Disorders QuarterlyHome page
D. L. Brunner and H. Seung
Evaluation of the Efficacy of Communication-Based Treatments for Autism Spectrum Disorders: A Literature Review
Communication Disorders Quarterly, November 1, 2009; 31(1): 15 - 41.
[Abstract] [PDF]

Home page
 Behav Res MethodsHome page
J. M. Ferron, B. A. Bell, M. R. Hess, G. Rendina-Gobioff, and S. T. Hibbard
Making treatment effect inferences from multiple-baseline data: The utility of multilevel modeling approaches
Behav Res Methods, May 1, 2009; 41(2): 372 - 384.
[Abstract] [PDF]

Home page
 Journal of Early InterventionHome page
S. Jung, D. M. Sainato, and C. A. Davis
Using High-Probability Request Sequences to Increase Social Interactions in Young Children With Autism
Journal of Early Intervention, June 1, 2008; 30(3): 163 - 187.
[Abstract] [PDF]

Home page
 Topics in Early Childhood Special EducationHome page
F. W. Kohler, C. Greteman, D. Raschke, and C. Highnam
Using a Buddy Skills Package to Increase the Social Interactions Between a Preschooler With Autism and Her Peers
Topics in Early Childhood Special Education, January 1, 2007; 27(3): 155 - 163.
[Abstract] [PDF]