Increasing early social-communicative skills of preverbal preschool children with autism through social interactive training

Author(s): Hughes, C.

Journal/Book: J Assn Pers Severe Handicap. 2000; 25: 29 W Susquehanna Ave Ste 210, Baltimore, MD 21204-5201, USA. Assn Pers Severe Handicap. 18-28.

Abstract: We evaluated the effects of a social interactive training program on early social-communicative skills (i.e., eve contact, joint attention, motor imitation) of three preverbal preschool children with autism. Training was conducted in the children's classroom during naturally occurring daily activities. Findings indicated that implementation of social interactive training components (i.e., contingent imitation, use of naturally occurring reinforcement, expectant look, environmental arrangement) was associated with increases in target behaviors across participants. In addition, generalization of eye contact and motor imitation behavior were found across an additional setting and different interactive partners, although joint attention rarely generalized Social validation measures provided by 30 raters indicated that perceived positive changes in performance had occurred in child behaviors and that training procedures M ere considered acceptable. Results are discussed in terms of implications for research and practice.

Note: Article Hwang B, Ewha Womans Univ, Dept Special Educ, Seodaemun Gu, 11-1 Daehyun Dong, Seoul 120750, SOUTH KOREA

Keyword(s): autism; preschool children; social-communicative skills; social interactive training; YOUNG-CHILDREN; BEHAVIOR; IMITATION

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