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Journals / International Journal of Early Childhood Special Education / 2019 / Cilt: 11 Sayı: 2

Prompting peers’ use of choices to promote communication in children with autism spectrum disorder.

Christan Grygas Coogle(George Mason University)0000-0002-4440-7182
Sloan Storie(University of North Carolina-Charlotte)0000-0003-3981-1794
Jennifer R. Ottley(Ohio University)0000-0002-1138-8122
Lisa Hammett Price(Indiana University of Pennsylvania)0000-0003-3954-0306
Naomi L. Rahn(University of Wisconsin-Whitewater)0000-0002-5665-8528
Pages
116–127
Publication Date
2019-12-20
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Results show that there was an initial effect in the first activity, which may have resulted in a carry-over effect in the other two activities.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this research was to determine the effect of prompting a preschool student to use choice making with a peer identified with autism spectrum disorder.
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Key Findings & Data:The researchers used a single case research design.
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Conclusion & Impact:Results show that there was an initial effect in the first activity, which may have resulted in a carry-over effect in the other two activities.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:choice making · autism spectrum disorder · peer-mediated intervention

Abstract

The purpose of this research was to determine the effect of prompting a preschool student to use choice making with a peer identified with autism spectrum disorder. The researchers used a single case research design. Researchers provided prompting across three thematic play activities. Results show that there was an initial effect in the first activity, which may have resulted in a carry-over effect in the other two activities. While peer-mediated instruction can be an effective meth-od for increasing the dosage of learning opportunities that children with autism spectrum disorder experience in early childhood settings, peers may need more training or ongoing support to sustain their interactions with the child in a meaning-ful way.

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Cite This Article

Coogle, C. G., Storie, S., Ottley, J. R., Price, L. H., Rahn, N. L. (2019). Prompting peers’ use of choices to promote communication in children with autism spectrum disorder.. International Journal of Early Childhood Special Education, Cilt: 11 Sayı: 2, 116–127. https://doi.org/10.20489/intjecse.670464

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