Using Joint Activity Schedules to Promote Peer Engagement in Preschoolers with AutismReport as inadecuate




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Journal of Applied Behavior Analysis, v41 n2 p237-241 Sum 2008

We assessed the use of a joint activity schedule to increase peer engagement for preschoolers with autism. We taught 3 dyads of preschoolers with autism to follow joint activity schedules that cued both members of the pair to play a sequence of interactive games together. Results indicated that joint activity schedules increased peer engagement and the number of games completed for all dyads. Schedule following was maintained without additional prompting when activities were resequenced and when new games were introduced for 2 of the 3 dyads. (Contains 1 figure.)

Descriptors: Autism, Preschool Children, Time on Task, Games, Interpersonal Relationship, Intervals

Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior[at]mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html





Author: Betz, Alison; Higbee, Thomas S.; Reagon, Kara A.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3434&id=EJ798597



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