The Effects of a Peer-Mediated Social Skills Intervention on the Social Communication Behavior of Children with Autism at Recess

Abstract

Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. Fortunately, multiple techniques and intervention packages have been demonstrated to effectively increase appropriate social communication between children with ASD and their peers at school. Another challenge that adults working with children with ASD face is the problem of generalization. Social skills taught during structured social skill groups, for example, may not generalize to natural settings. This study incorporated several social skills-teaching procedures from the literature (direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) to target social skills for four children with ASD (ages 6-8) directly in the recess setting. Elements of Peer Networks and Pivotal Response Training (two types of social skills intervention packages in the literature) were included. Results show significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses.