Promoting reciprocal interactions via peer incidental teaching

Area of Science:

• Developmental Psychology
• Applied Behavior Analysis
• Autism Spectrum Disorder Research

Background:

• Children with autism spectrum disorder (ASD) often face challenges with reciprocal peer interactions.
• Early intervention strategies are crucial for improving social skills in young children with ASD.
• Peer-mediated interventions show promise in addressing social deficits in ASD.

Purpose of the Study:

• To evaluate the effectiveness of peer incidental teaching (PIT) in enhancing reciprocal peer interactions among children with ASD.
• To assess the generalizability and maintenance of intervention effects.
• To determine the social validity of PIT from teacher and peer perspectives.

Main Methods:

• Three neurotypical preschoolers were trained as peer tutors for three children diagnosed with ASD.
• Peer tutors utilized incidental teaching strategies during classroom free-play to elicit verbal labels for preferred toys from children with ASD.
• A multiple baseline design across participants was employed to demonstrate intervention efficacy.

Main Results:

• The intervention demonstrated replicated positive effects on reciprocal peer interactions for all three children with ASD.
• Increased interactions were maintained after systematic fading of adult supervision and assistance.
• Generalization of effects varied, with one child showing increased interactions throughout the day, but not during lunch sessions.

Conclusions:

• Peer incidental teaching is a viable and effective strategy for increasing reciprocal peer interactions in young children with ASD.
• The intervention shows potential for maintenance and some generalization of social skills.
• Positive social validity ratings from teachers and peers underscore the practical applicability of this approach.