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The Use of Peer Networks Across Multiple Settings to Improve Social Interaction for Students with Autism

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Abstract

A multiple probe design across activities was used to monitor the effects of peer networks and reinforcement on social interaction time for three students with autism. The social intervention (networks) was individualized and implemented in a sequential modification fashion across 4 activities for the students, with baseline conditions remaining in effect for 2 activities. Baseline consisted of students and peers in proximity for the designated activity, with prompting and reinforcement for task completion or behaviors. Intervention consisted of the selection of a group of 2-5 peers as a support network during the activity, structuring the activity to promote interaction for a 10-20 minute time block, the use of task and social scripts, peer and target training/prompting in social skills, verbal and tangible reinforcement for peer interaction, and student feedback. Results indicated increased interaction time for all target students with generalization to non-intervention settings for two students.

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Authors and Affiliations

  1. Juniper Gardens Children's Project, University of Kansas, 650 Minnesota Ave., 2nd floor, Kansas City, KS, 66101

    Debra M. Kamps

  2. Project Sail—Autism Consultants, Kansas City, KS

    Jessica Potucek

  3. Lawrence Public Schools, Lawrence, KS

    Adriana G. Lopez & Katie Kemmerer

  4. Juniper Gardens Children's Project, University of Kansas, Kansas City, KS

    Tammy Kravits

Authors
  1. Debra M. Kamps
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  2. Jessica Potucek
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  3. Adriana G. Lopez
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  4. Tammy Kravits
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  5. Katie Kemmerer
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Kamps, D.M., Potucek, J., Lopez, A.G. et al. The Use of Peer Networks Across Multiple Settings to Improve Social Interaction for Students with Autism. Journal of Behavioral Education 7, 335–357 (1997). https://doi.org/10.1023/A:1022879607019

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