UA cloudflare authentication

 

Peer mediated intervention to improve social communication in young children with ASD

Simple item page
dc.contributorSaffo, Rachel W.
dc.contributorGilpin, Ansley T.
dc.contributorGaskill, Christopher S.
dc.contributorMurdock, Linda C.
dc.contributor.advisorBarber, Angela B.
dc.contributor.authorCraft, Lydia Dyer
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:47:26Z
dc.date.available2017-03-01T16:47:26Z
dc.date.issued2013
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractTo date, no study has measured the effects of peer-mediated intervention (PMI) on autism symptoms in children under than four years of age. The current study examines the efficacy of the Stay, Play, Talk PMI (English, K., Shafer, K., Goldstein, H., & Kaczmerek, L., 1997) on the social communication skills of young children diagnosed with autism. The investigator paired three typically developing children (ages 3-5 years) each with a young child with autism (ages 3-4 years). These dyads played together during two to three, 20-minute weekly sessions for 6-8 weeks. A multiple baseline design across participants was implemented to measure the effectiveness of PMI on young children with autism's social initiations and responses characterized by non-coordinated gestures, gestures, and words. The investigator coded the frequency of each child's social initiations and responses to topics/conversations for each 20-minute play sessions. All three children with autism demonstrated increased social responses, though initiations remained variable. Typical peer buddies demonstrated increases in social initiations and responses. Results of this study support the usefulness of this intervention to improve social communication of young children with autism and contribute to limited knowledge of effective early social communication interventions for young children with autism.en_US
dc.format.extent70 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001240
dc.identifier.otherCraft_alatus_0004M_11526
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1711
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectBehavioral sciences
dc.titlePeer mediated intervention to improve social communication in young children with ASDen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Communicative Disorders
etdms.degree.disciplineSpeech Language Pathology
etdms.degree.grantorThe University of Alabama
etdms.degree.levelmaster's
etdms.degree.nameM.S.

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
file_1.pdf
Size:
3.53 MB
Format:
Adobe Portable Document Format
Download

Collections

Theses and Dissertations
Theses and Dissertations - Department of Communicative Disorders