|Promoting Social Interactions for Individuals With Autism Spectrum Disorder|
|Sunday, May 27, 2018|
|3:00 PM–3:50 PM |
|Manchester Grand Hyatt, Seaport Ballroom H|
|Chair: William Earl Woods (University of Nevada, Las Vegas)|
Social Skills Modeling for Adolescents Autism Spectrum Disorder Eligible in Common Areas
|Domain: Applied Research|
|WILLIAM EARL WOODS (University of Nevada, Las Vegas)|
Adolescents identified on the Autism Spectrum have difficulty interacting with peers on a social level in common area settings, such as the cafeteria. While they may feel a strong sense of social anxiety stemming from approaching their peers and engaging in a conversation, the use of role-play may be a tool to aid them that can increase peer interactions. Our pilot study evaluated the Managing Feelings lesson from the We Have Choices (WHC) curriculum using a single-subject non-concurrent multiple baseline model to determine if a functional relationship was present. Each of the three participants had a history of low positive social behavioral interaction in the cafeteria. At the conclusion of our pilot study, each participant?s social behavior improved and social interactions increased in common areas. During the course of this study, the positive behavior of the participants increased ranging from 10 to 90 percent. Results are discussed in relation to utilizing WHC with adolescents, teachers, and parents.
Using Common Interests to Increase Socialisation Between Children With Autism and Their Peers
|Domain: Service Delivery|
|MAITHRI SIVARAMAN (Tendrils Centre for Autism Research and Intervention), Tara A. Fahmie (California State University, Northridge)|
The skill deficits observed in developing social relationships is a defining feature of autism spectrum disorder (ASD). The failure noted in the acquisition and maintenance of complex social behaviours may be associated with a motivation deficit often noted in this population. These social deficits are considered important targets for intervention due to their influence on long-term outcomes. In the present study, we assessed whether identifying and incorporating the common interests of children with ASD and their typically developing peers would result in increases in social engagement and initiations. Three children diagnosed with ASD were paired with three typically developing peers for the study. A multiple baseline design was used to evaluate the effectiveness of the treatment. Results showed that the intervention produced rapid increases in social engagement and initiations for all participants, without any direct social skill training. These results were also maintained during the follow-up session. Two out of the three participants showed generalization of skills to the natural environment wherein common interests were not incorporated.