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Contents
- Abstract
- Introduction
- Study Rationale and Hypothesis
- Method
- Participants
- Settings
- Materials
- Data Collection and Response Definition
- Experimental Design
- Procedure
- Identification of Target Behaviors
- Identification of Positive Reinforcers
- Play Date Sessions
- Baseline
- Intervention
- Fading Procedure
- Follow-Up
- Generalization Probes
- Treatment Integrity
- Procedural Reliability
- Intervention Acceptability
- Results
- Generalization of Skills
- Discussion
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Abstract
The purpose of this study was to develop and investigate the effects of Social Cue Cards on the s ocial communication skills of three preschool age children with Autism Spectrum Disorders (ASD). Using a multiple - baseline across - participants design, Social Cue Cards were implemented and direct observations of participants' identified target behaviors were conducted. The results indicated that Social Cue Cards were effective for improving the rates of social communication behaviors for all participants. In addition, all three participants demonstrated maintenance of skills at a two - week follow-up. Generalization of skills was also assessed. This research adds evidence that Social Cue Cards may be a beneficial intervention for children with ASD in the general education environment.
Introduction
Autism spectrum disorders (ASD) are defined by a pattern of behavioral deficits with one of the primary core features including severe limitations in social reciprocity and communication (Lord & Risi, 1998). Children with ASD infrequently display spontaneous speech, make eye contact, or engage in conversations with other children or adults (MacDuff, Krantz & McClannahan, 1993). Even children at the higher end of the spectrum (considered high-functioning autism or Asperger's Syndrome) have continued difficulty with social interactions. Specifically, these children demonstrate a restricted range of social communication skills such as limited ability to (a) initiate and maintain conversations, (b) request information/materials from teachers and/or peers, (c) listen to and respond to teachers and/or peers, and (d) interact in basic games or other activities (Carter, Ornstein-Davis, Klin, & Volkmar, 2005).
It has been argued that social impairments are the most critical element in the definition of the disorder (Stella, Mundy, & Tuchman, 1999). Further arguments have been made indicating that social excesses and deficits may have some level of independence from other symptom domains of ASD (Charman, et al., 1997). Based on these assumptions, it can be...