Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Topics in Early Childhood Special Education
This Article
Right arrow Free Full Text (Free PDF) Free
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 Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Kohler, F. W.
Right arrow Articles by Highnam, C.
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?

Using a Buddy Skills Package to Increase the Social Interactions Between a Preschooler With Autism and Her Peers

Frank W. Kohler

University of Northern Iowa, frank.kohler{at}uni.edu

Cindy Greteman

Carroll Public Schools

Donna Raschke

University of Northern Iowa

Clifford Highnam

University of Northern Iowa

The purpose of this study was to examine the impact of a buddy skills package on the social interactions between a preschooler with autism and her peers. Following baseline, the children participated in 8 sessions of training that focused on the strategies of Play, Stay, and Talk. An intervention consisting of teacher feedback, praise, and picture cards was then implemented to support peers' overtures to their classmate with autism. Teacher feedback and praise were terminated in a final maintenance phase, whereas the picture cards were still available as visual cues. A multiple baseline design indicated that the package increased peers' overtures to their playmate with autism, and these behaviors continued during the maintenance condition. The child with autism also directed more overtures to her peers, although she did not receive teacher support for this. Additional analyses indicated that children's interactions became longer and more reciprocal over the course of this study.

Topics in Early Childhood Special Education, Vol. 27, No. 3, 155-163 (2007)
DOI: 10.1177/02711214070270030601
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?