Analyzing Predictors of Daily Social Skill Performance

Abstract

The purpose of this study was to examine the impact of play activities, teachers’ predictions of children's sociability, and intervention fidelity variables on the level of interaction between three preschoolers with autism and their typical peers. Children participated in daily play activity groups of three, including one youngster with autism and two peers. Following a baseline condition, all children in the class learned to exchange a range of prosocial overtures, including shares, play organizers, and assistance. Teachers then implemented an individual reinforcement contingency to maintain children's newly taught exchanges. Results indicated that social reciprocity and peer effort correlated most highly with target children's level of social interaction. Conversely, teachers’ choice of activity materials and predictions about sociability did not correlate with children's interactions during either experimental phase. These findings are discussed with regard to their implications for future social skills research and intervention.