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Related Experiment Videos

Promoting reciprocal interactions via peer incidental teaching.

G G McGee1, M C Almeida, B Sulzer-Azaroff

  • 1University of Massachusetts, Amherst.

Journal of Applied Behavior Analysis
|January 1, 1992
PubMed
Summary

Peer incidental teaching effectively increased reciprocal interactions for children with autism. Trained peer tutors facilitated engagement during free-play, with positive results maintained after adult support was faded.

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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.

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  • 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.