Increasing the Social Interaction of Two Children with Autism Spectrum Disorder and Their Peers

Abstract

Normal 0 false false false BS-LATN-BA JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Times New Roman,serif; mso-ansi-language:EN-US;} This study examined the effect of the Group Affection Activities (GAA) on social interaction of two preschool- aged children with Autism Spectrum Disorder (ASD) and their same-aged peers. In addition to the music group activities, the main component of the GAA game learning activities and peer-training were integrated into the intervention. Five peers were trained on how to interact with the target participants of the study. This including initiation of and responding to initaiations through means of both verbal and nonverbal communication acts during free play. This study utilized a case study design with an ABAB model revealed that improved rates of social interactions were associated with the presence of the intervention. The findings agree with those reported by previously conducted studies, however the maintenance and generalization of improved interaction skills remain to be of a great concern. It is suggested that in order to address this important issue, an intervention program combining the Group Affection Activities with peer-training should be systematically integrated into early childhood curriculum and implemented for all to benefit.