The Effectiveness of Contextually Supported Play Date Interactions between Children with Autism and Typically Developing Peers

Difficulties with social interaction are characteristic of autism. This study presents data illustrating the use of motivational strategies in play dates to improve the quality of social interactions between children with autism and their typically developing peers. Specifically, a multiple baseline...

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Bibliographic Details
Published in:Research and practice for persons with severe disabilities 2005-06, Vol.30 (2), p.93-102
Main Authors: Koegel, Robert L., Werner, Grace A., Vismara, Laurie A., Koegel, Lynn Kern
Format: Article
Language:English
Subjects:
Autism
Elementary School Students
Friendship
Interaction
Interpersonal Competence
Intervention
Motivation
Motivation Techniques
Peer Relationship
Positive Reinforcement
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Summary:Difficulties with social interaction are characteristic of autism. This study presents data illustrating the use of motivational strategies in play dates to improve the quality of social interactions between children with autism and their typically developing peers. Specifically, a multiple baseline design across participants shows how a contextual support package implemented during play dates can promote reciprocal interactions and improve affect. These results support the use of intervention strategies that target the pivotal area of motivation and provide evidence for using play dates as a context for intervention. The findings are discussed in terms of promoting quality interactions and encouraging friendship development.
ISSN:1540-7969
2169-2408
DOI:10.2511/rpsd.30.2.93