Date of Graduation

Fall 2015

Degree

Master of Science in Education in Special Education

Department

Counseling, Leadership and Special Education

Committee Chair

Linda Garrison-Kane

Keywords

autism spectrum disorder, evidence-based practices, social skills, video self-modeling, self-monitoring, token economy

Subject Categories

Special Education and Teaching

Abstract

The current study was completed in the Spring of 2015 in an elementary special education classroom. This single-subject ABAB withdrawal design utilized a social skills curriculum, self-monitoring, and video-modeling to increase the initiations, responses, turns-taken, and total duration involved in social play in two first grade males with autism. Limitations included time constraints and the setting of a busy classroom. During 15-minute data sessions, participant one's initiations increased from a mean frequency of 2 during A1 to 28 during B2, responses increased from a mean frequency of 3 to 26, turn-taking increased from a mean frequency of 10 to 29, and duration engaged in a social interaction increased from a mean of 4 minutes and 19 seconds to 14 minutes and 5 seconds. Participant two's initiations increased from a mean frequency of 4 to 24, responses increased from a mean frequency of 5 to 21, turn-taking increased from a mean frequency of 7 to 23, and duration increased from a mean of 3 minutes and 45 seconds to 14 minutes and 16 seconds. It is recommended that future research utilize parent-delivered social skills training programs, lower functioning participants, siblings as peer-trainers, generalization probes, and component analysis.

Copyright

© Mary Elizabeth Ortman

Open Access

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