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

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.

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


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Kohler, F. W. Articles by Highnam, C. Search for Related Content Social Bookmarking                         What's this?