Effect Of Siblings And Peers On Social Interaction Of Children With Autism

Abstract

The purpose of this research was to investigate the impact that siblings
and peers have on the social skills of children with autism. Subjects included six
children with autism between the ages of five and eight years of age. Subjects
were observed playing with a typically-developing sibling for two one-hour
sessions. Half of the subjects were observed playing with a typically-developing
peer for two one-hour sessions. During each structured play session, toys from a
preselected set were presented one at a time. The children were instructed to
play together with no further adult interaction. Data were analyzed for joint
attention, initiation of interaction, imitation, and turn-taking. Results indicated no
significant difference in the amount of joint attention, initiation, imitation, or turntaking
when playing with siblings versus peers. This outcome suggested that
siblings and peers are capable of eliciting a comparable number of social
interactions from children with autism in a controlled environment. Results also
suggested that simple interventions, such as structuring play sessions, yield
social skills from children with autism.

Date of Award	2011
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Tina K. Veale (Supervisor)