Teaching Social Communication Skills to Young Urban Children with Autism

摘要: This study examined effects of an intervention designed to improve the social-communication skills children with autism. Five boys and one girl, age range six eight years a diagnosis autism, participated in study. Children were paired dyads multiple baseline design was used evaluate effectiveness plan-play-report intervention. Unique because two autism received at same time, results indicated that successful increasing peer-directed commenting, language diversity, complexity. Results this indicate provided simultaneously is viable method for improving social communication both children. It generally accepted encouraging facilitating interactions friendships' can have significant effect on their later ability (Frea, 1995). Studies shown interaction au- tism be improved through direct instruc- tion (Coe, Matson, Fee, Manikim, & Lin- arello, 1990), script fading (Sarokoff, Taylor, Poulsen, 2001), pivotal response training (Koegel, Koegel, Schreibman, 1992), milieu teaching (Hancock Kaiser, 2002). Research has also demonstrated self-man- agement techniques (Koegel 1990; Kopp, 1988; Stahmer 1993), teacher mediated interventions using priming or scripts (Loveland Tunali, 1991; Zanoli, Daggett, Adams, 1996), and. peer- (Goldstein, Kacz- marek, Pennington, Schafer, 1992) effective ways teach communica- Most research methods mentioned above investigated impact uti- lizing peer strategies where