A Practitioner Model for Increasing Eye Contact in Children With Autism

Area of Science:

• Behavioral Psychology
• Developmental Psychology
• Special Education

Background:

• Effective teaching for children with autism spectrum disorder (ASD) often requires eye contact.
• Few reliable procedures exist to establish eye contact in children with ASD.
• This study addresses the need for effective eye contact interventions.

Purpose of the Study:

• To evaluate a sequential model for increasing eye contact in children with ASD.
• To determine the efficacy of different reinforcement strategies for eye contact.
• To assess the long-term maintenance of eye contact.

Main Methods:

• A sequential intervention model was implemented, progressing through phases: praise only, edibles plus praise, stimulus prompts, video reinforcement, and schedule thinning.
• Intervention phases were applied to children diagnosed with ASD.
• Maintenance was evaluated for up to two years.

Main Results:

• The sequential model successfully increased eye contact in 20 out of 21 participants.
• Praise alone was insufficient for 16 participants.
• Sustained eye contact was achieved using intermittent edibles or video with continuous praise.

Conclusions:

• The sequential model is an effective method for increasing eye contact in children with ASD.
• Combined reinforcement strategies are crucial for maintaining eye contact.
• Further research is needed to refine and expand these interventions.