Interventions to Facilitate Social Interaction for Young Children with Autism: Review of Available Research and Recommendations for Educational Intervention and Future Research

Journal of Autism and Developmental Disorders

Volumn 32, Issue 5, 2002, Pages 351-372

  McConnell, Scott R ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

Autism; Early intervention; Social interaction

Indexed keywords

AUTISM; CHILD DEVELOPMENT; COMPETENCE; CONFERENCE PAPER; EDUCATION; HUMAN; HUMAN RELATION; MEDICAL RESEARCH; PERFORMANCE; PRIORITY JOURNAL; SOCIAL ADAPTATION; SOCIAL INTERACTION; TEACHER; TREATMENT OUTCOME; CHILD; EARLY CHILDHOOD INTERVENTION; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; REVIEW; SOCIAL BEHAVIOR;

AUTISTIC DISORDER; CHILD; CHILD, PRESCHOOL; EARLY INTERVENTION (EDUCATION); HUMANS; INTERPERSONAL RELATIONS; SOCIAL BEHAVIOR;

EID: 0036782192     PISSN: 01623257     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1020537805154     Document Type: Conference Paper

References (95)

1. Baer, D. M., & Wolf, M. M. (1970). The entry into natural communities of reinforcement. In R. Ulrich, T. Stachnik, & J. Mabry (Eds.), Control of human behavior: From cure to prevention (Vol. 2, pp. 319-324): Scott, Foresman.
2. Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still-current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20, 313-327.
3. Baker, M. J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2, 66-84.
4. Baker, M. J., Koegel, R. L., & Koegel, L. K. (1998). Increasing the social behavior of young children with autism using their obsessive behaviors. Journal of the Association for Persons with Severe Handicaps, 23, 300-308.
5. Belchic, J. K., & Harris, S. L. (1994). The use of multiple peer exemplars to enhance the generalization of play skills to the siblings of children with autism. Child & Family Behavior Therapy, 16, 1-25.
6. Bornstein, M. R., Bellack, A. S., & Hersen, M. (1977). Social-skills training for unassertive children: A multiple-baseline analysis. Journal of Applied Behavior Analysis, 10, 183-195.
7. Brown, W. H., Ragland, E. U., & Fox, J. J. (1988). Effects of group socialization procedures on the social interactions of preschool children. Research in Developmental Disabilities, 9, 359-376.
8. Coe, D. A., Matson, J. L., Craigie, C. J., & Gossen, M. A. (1991). Play skills of autistic children: Assessment and instruction. Child & Family Behavior Therapy, 13, 13-40.
9. Davis, C. A., Brady, M. P., Hamilton, R., & McEvoy, M. A. (1994). Effects of high-probability requests on the social interactions of young children with severe disabilities. Journal of Applied Behavior Analysis, 27, 619-637.
10. Dawson, G., Osterling, J., Meltzoff, A. N., & Kuhl, P. (2000). Case study of the development of an infant with autism from birth to two years of age. Journal of Applied Developmental Psychology, 21, 299-313.
11. DeKlyen, M., & Odom, S. L. (1989). Activity structure and social interactions with peers in developmentally integrated play groups. Journal of Early Intervention, 13, 342-352.
12. Ferrara, C., & Hill, S. D. (1980). The responsiveness of autistic children to the predictability of social and nonsocial toys. Journal of Autism & Developmental Disorders, 10, 51-57.
13. Garrison-Harrell, L., Kamps, D., & Kravits, T. (1997). The effects of peer networks on social-communicative behaviors for students with autism. Focus on Autism & Other Developmental Disabilities, 12, 241-254.
14. Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265-280.
15. Goldstein, H., & Ferrell, D. R. (1987). Augmenting communicative interaction between handicapped and nonhandicapped preschool children. Journal of Speech & Hearing Disorders, 52, 200-211.
16. Goldstein, H., Kaczmarek, L., & Hepting, N. (1994). Communication interventions: The challenges of across-the-day implementation. In R. Gardner, III & D. M. Sainato (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 101-113). Pacific Grove, CA: Brooks/Cole.
17. Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289-305.
18. Goldstein, H., & Wickstrom, S. (1986). Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers. Journal of Applied Behavior Analysis, 19, 209-214.
19. Goldstein, H., Wickstrom, S., Hoyson, M., Jamieson, B., & Odom, S. L. (1988). Effects of sociodramatic script training on social and communicative interaction. Education & Treatment of Children, 11, 97-117.
20. Gonzalez-Lopez, A., & Kamps, D. M. (1997). Social skills training to increase social interactions between children with autism and their typical peers. Focus on Autism & Other Developmental Disabilities, 12, 2-14.
21. Gray, C. A. (1998). Social stories and comic strip conversations with students with Asperger syndrome and high-functioning autism. In E. Schopler & G. B. Mesibov (Eds.), Asperger syndrome or high-functioning autism? Current issues in autism (pp. 167-198). New York, NY: Plenum Press.
22. Gray, C. A., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8, 1-10.
23. Haring, T. G., & Lovinger, L. (1989). Promoting social interaction through teaching generalized play initiation responses to preschool children with autism. Journal of the Association for Persons with Severe Handicaps, 14, 58-67.
24. Harrison, J. R., & Barabasz, A. F. (1991). Effects of restricted environmental stimulation therapy on the behavior of children with autism. Child Study Journal, 21, 153-166.
25. Hersen, M., & Barlow, D. H. (1976). Single case experimental designs: Strategies for studying behavior change. New York, NY: Pergamon.
26. Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49-61.
27. Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., & et al. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25, 281-288.
28. Kamps, D. M., Potucek, J., Lopez, A. G., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7, 335-357.
29. Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250.
30. Kennedy, C. H., & Shukla, S. (1995). Social interaction research for people with autism as a set of past, current, and emerging propositions. Behavioral Disorders, 21, 21-35.
31. Koegel, L. K., Camarata, S. M., Valdez-Menchaca, M., & Koegel, R. L. (1998). Setting generalization of question-asking by children with autism. American Journal on Mental Retardation, 102, 346-357.
32. Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.
33. Koegel, R. L., Dyer, K., & Bell, L. K. (1987). The influence of child-preferred activities on autistic children's social behavior. Journal of Applied Behavior Analysis, 20, 243-252.
34. Koegel, R. L., & Frea, W. D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26, 369-377.
35. Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. Topics in Early Childhood Special Education, 2, 93-103.
36. Kohler, F. W., Strain, P. S., Hoyson, M., Davis, L. (1995). Using a group-oriented contingency to increase social interactions between children with autism and their peers: A preliminary analysis of corollary supportive behaviors. Behavior Modification, 19, 10-32.
37. Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism: An examination of structural and child behavior outcomes. Focus on Autism & Other Developmental Disabilities, 12, 196-206.
38. Kohler, F. W., Strain, P. S., Maretsky, S., & DeCesare, L. (1990). Promoting positive and supportive interactions between preschoolers: An analysis of group-oriented contingencies. Journal of Early Intervention, 14, 327-341.
39. Krantz, P. J., MacDuff, M. T., & McClannahan, L. E. (1993). Programming participation in family activities for children with autism: Parents' use of photographic activity schedules. Journal of Applied Behavior Analysis, 26, 137-138.
40. Krantz, P. J., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191-202.
41. Lee, S., & Odom, S. L. (1996). The relationship between stereotypic behavior and peer social interaction for children with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 21, 88-95.
42. Lefebvre, D., & Strain, P. S. (1989). Effects of a group contingency on the frequency of social interactions among autistic and non-handicapped preschool children: Making LRE efficacious. Journal of Early Intervention, 13, 329-341.
43. Lifter, K., Sulzer-Azaroff, B., Anderson, S. R., & Cowdrey, G. E. (1993). Teaching play activities to preschool children with disabilities: The importance of developmental considerations. Journal of Early Intervention, 17, 139-159.
44. Lord, C. (1993). Early social development in autism. In E. Schopler & M. E. Van Bourgondien (Eds.), Preschool issues in autism: Current issues in autism (pp. 61-94). New York, NY: Plenum Press.
45. Lord, C., & Hopkins, J. M. (1986). The social behavior of autistic children with younger and same-age nonhandicapped peers. Journal of Autism & Developmental Disorders, 16, 249-262.
46. Lord, C., & Magill-Evans, J. (1995). Peer interactions of autistic children and adolescents. Development & Psychopathology, 7, 611-626.
47. McConnell, S. R. (1987). Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavioral disorders. Behavioral Disorders, 12, 252-263.
48. McConnell, S. R. (1994). Social context, social validity, and program outcome in early intervention. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Herron, W. L. Heward, J. W. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 75-85). Baltimore, MD: Brooks/Cole.
49. McConnell, S. R., Sisson, L. A., Cort, C. A., & Strain, P. S. (1991). Effects of social skills training and contingency management on reciprocal interaction of preschool children with behavioral handicaps. Journal of Special Education, 24, 473-495.
50. McEvoy, M. A., Nordquist, V. M., Twardosz, S., Heckaman, K. A., Wehby, J. H., & Denny, R. K. (1988). Promoting autistic children's peer interaction in an integrated early childhood setting using affection activities. Journal of Applied Behavior Analysis, 21, 193-200.
51. McEvoy, M. A., Odom, S. L., & McConnell, S. R. (1992). Peer social competence intervention for young children with disabilities. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 113-133). Baltimore, MD: Paul Brookes.
52. McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25, 117-126.
53. McGee, G. G., Feldman, R. S., & Morrier, M. J. (1997). Benchmarks of social treatment for children with autism. Journal of Autism & Developmental Disorders, 27, 353-364.
54. Mundschenk, N. A., & Sasso, G. M. (1995). Assessing sufficient social exemplars for students with autism. Behavioral Disorders, 21, 62-78.
55. Myles, B. S., Simpson, R. L., Ormsbee, C. K., & Erickson, C. (1993). Integrating preschool children with autism with their normally developing peers: Research findings and best practices recommendations. Focus on Autistic Behavior, 8, 1-18.
56. Norris, C., & Dattilo, J. (1999). Evaluating effects of a social story intervention on a young girl with autism. Focus on Autism and Other Developmental Disabilities, 14, 180-186.
57. Odom, S. L., Chandler, L. K., Ostrosky, M., McConnell, S. R., & Reaney, S. R. (1992). Fading teacher prompts from peer-initiation interventions for young children with disabilities. Journal of Applied Behavior Analysis, 25, 307-317.
58. Odom, S. L., McConnell, S. R., McEvoy, M. A., Peterson, C., Ostrosky, M., Chandler, L. K., Spicuzza, R. J., Skellinger, A., Creighton, M., & Favazza, P. C. (1999). Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19, 75-91.
59. Odom, S. L., & Strain, P. S. (1984). Peer-mediated approaches to promoting children's social interaction: A review. American Journal of Orthopsychiatry, 54, 544-557.
60. Odom, S. L., & Strain, P. S. (1986). A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers. Journal of Applied Behavior Analysis, 19, 59-71.
61. Odom, S. L., & Watts, E. (1991). Reducing teacher prompts in peer-mediated interventions for young children with autism. Journal of Special Education, 25, 26-43.
62. Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285-295.
63. Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160.
64. Redefer, L. A., & Goodman, J. F. (1989). Pet-facilitated therapy with autistic children. Journal of Autism & Developmental Disorders, 19, 461-467.
65. Rogers, S. J. (1991). A psychotherapeutic approach for young children with pervasive developmental disorders. Comprehensive Mental Health Care, 1, 91-108.
66. Rogers, S. J., & DiLalla, D. L. (1991). A comparative study of the effects of a developmentally based instructional model on young children with autism and young children with other disorders of behavior and development. Topics in Early Childhood Special Education, 11, 29-47.
67. Rogers, S. J., Herbison, J. M., Lewis, H. C., Pantone, J., & Reis, K. (1986). An approach for enhancing the symbolic, communicative and interpersonal functioning of young children with autism or severe emotional handicaps. Journal of the Division for Early Childhood, 10, 135-149.
68. Sainato, D. M., & Carta, J. J. (1992). Classroom influences on the development of social competence in young children with disabilities. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention. Baltimore MD: Paul Brookes.
69. Sainato, D. M., Goldstein, H., & Strain, P. S. (1992). Effects of self-evaluation on preschool children's use of social interaction strategies with their classmates with autism. Journal of Applied Behavior Analysis, 25, 127-141.
70. Sasso, G. M., Mundschenk, N. A., Melloy, K. J., & Casey, S. D. (1998). A comparison of the effects of organismic and setting variables on the social interaction behavior of children with developmental disabilities and autism. Focus on Autism & Other Developmental Disabilities, 13, 2-16.
71. Schleien, S. J., Heyne, L. A., & Berken, S. B. (1988). Integrating physical education to teach appropriate play skills to learners with autism: A pilot study. Adapted Physical Activity Quarterly, 5, 182-192.
72. Schleien, S. J., Mustonen, T., & Rynders, J. E. (1995). Participation of children with autism and nondisabled peers in a cooperatively structured community art program. Journal of Autism & Developmental Disorders, 25, 397-413.
73. Schopler, E., Reichler, R. J., Vellis, R. G. D., & Daly, K. (1988). Childhood autism rating scale. Los Angeles, CA: Western Psychological Services.
74. Schopler, E., Van Bourgondien, M. E., & Bristol, M. M. (Eds.). (1993). Preschool issues in autism. New York, NY: Plenum Press.
75. Schreibman, L., Stahmer, A. C., & Pierce, K. L. (1996). Alternative applications of pivotal response training: Teaching symbolic play and social interaction skills. In L. K. Koegel & R. L. Koegel (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 353-371). Baltimore, MD: Paul H. Brookes.
76. Shearer, D. D., Kohler, F. W., Buchan, K. A., & McCullough, K. M. (1996). Promoting independent interactions between preschoolers with autism and their nondisabled peers: An analysis of self-monitoring. Early Education & Development, 7, 205-220.
77. Sigman, M. (1994). What are the core deficits in autism? In S. H. Broman & J. Grafman (Eds.), Atypical cognitive deficits in developmental disorders: Implications for brain function (pp. 139-157). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
78. Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64, 1-130.
79. Simpson, R. (1993). Tips for practitioners: Reinforcement of social story compliance. Focus on Autistic Behavior, 8, 15-16.
80. Steerneman, P., & Huskens, B. (1996). The development of a social cognition training for autistic children. Psychologie in Erziehung und Unterricht, 43, 291-301.
81. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.
82. Strain, P. S. (1983a). Generalization of autistic children's social behavior change: Effects of developmentally integrated and segregated settings. Analysis & Intervention in Developmental Disabilities, 3, 23-34.
83. Strain, P. S. (1983b). Identification of social skill curriculum targets for severely handicapped children in mainstream preschools. Applied Research in Mental Retardation, 4, 369-382.
84. Strain, P. S., & Danko, C. D. (1995). Caregivers' encouragement of positive interaction between preschoolers with autism and their siblings. Journal of Emotional & Behavioral Disorders, 3, 2-12.
85. Strain, P. S., & Hoyson, M. (2000). The need for longitudinal, intensive social skill intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20, 116-122.
86. Strain, P. S., Kerr, M. M., & Ragland, E. U. (1979). Effects of peer-mediated social initiations and prompting/reinforcement procedures on the social behavior of autistic children. Journal of Autism & Developmental Disorders, 9, 41-54.
87. Strain, P. S., Kohler, F. W., Storey, K., & Danko, C. D. (1994). Teaching preschoolers with autism to self-monitor their social interactions: An analysis of results in home and school settings. Journal of Emotional & Behavioral Disorders, 2, 78-88.
88. Swaggart, B., Gagnon, E., Bock, S. J., Earles, T. L., & et al. (1995). Using social stories to teach social and behavioral skills to children with autism. Focus on Autistic Behavior, 10, 1-16.
89. Thorp, D. M., Stahmer, A. C., & Schreibman, L. (1995). Effects of sociodramatic play training on children with autism. Journal of Autism & Developmental Disorders, 25, 265-282.
90. Warren, S. F., & Reichle, J. E. (Eds.). (1992). Causes and effects in communication and language intervention: Communication and language intervention series (Vol. 1). Baltimore MD: Paul H. Brookes.
91. Williams, P. G., Allard, A. M., Sears, L., Dalrymple, N., & Bloom, A. S. (2001). Brief report: Case reports on naltrexone use in children with autism-Controlled observations regarding benefits and practical issues of medication management. Journal of Autism & Developmental Disorders, 31, 103-108.
92. Wimpory, D. C., Hobson, R., Williams, J., & Nash, S. (2000). Are infants with autism socially engaged? A study of recent retrospective parental reports. Journal of Autism & Developmental Disorders, 30, 525-536.
93. Wray, J. A., Yoon, J. H., Vollmer, T., & Mauk, J. (2000). Pilot study of the behavioral effects of flumazenil in two children with autism. Journal of Autism & Developmental Disorders, 30, 619-620.
94. Zanolli, K., & Daggett, J. (1998). The effects of reinforcement rate on the spontaneous social initiations of socially withdrawn preschoolers. Journal of Applied Behavior Analysis, 31, 117-125.
95. Zanolli, K., Daggett, J., & Adams, T. (1996). Teaching preschool age autistic children to make spontaneous initiations to peers using priming. Journal of Autism & Developmental Disorders, 26, 407-422.