The literature suggests that adolescents with Autism Spectrum Disorders (ASD) typically are not socially engaged during unstructured school activities and do not initiate social activities with typically developing peers. This study assessed whether implementing socialization opportunities in the form of lunch clubs based around aspects of the adolescents with ASD’s perseverative interests would promote positive and direct social interaction between the target adolescent and their typically developing peers. A repeated measures multiple baseline experimental design (with two reversals) was implemented across participants. During baseline measures, the participants did not show social engagement or initiations. During intervention, results showed large increases in both social engagement and initiations. These results have implications for understanding variables related to social development in autism.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.
2.
AttwoodT. (2000). Strategies for improving the social integration of children with Asperger syndrome. Autism, 4, 85–100.
3.
BakerM. J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2, 66–84.
4.
BakerM. J.KoegelR. L.KoegelL. K. (1998). Increasing the social behavior of young children with autism using their obsessive behaviors. Journal of the Association for Persons With Severe Handicaps, 23, 300–308.
5.
BarlowD. H.HersenM. (1984). Single case experimental designs: Strategies for studying behavior change (2nd ed.). New York, NY: Pergamon.
6.
BaumingerN.ShulmanC. (2003). The development and maintenance of friendship in high-functioning children with autism: Maternal perceptions. Autism, 7, 81–97.
7.
BelliniS.PetersJ. K.BennerL.HopfA. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153–162.
ChanJ. M.LangR.RispoliM.O’ReillyM.SigafoosJ.ColeH. (2009). Use of peer-mediated intervention in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3, 876–889.
10.
CharlopM. H.KurtzP. F.CaseyF. G. (1990). Using aberrant behaviors as reinforcers for autistic children. Journal of Applied Behavior Analysis, 23, 163–181.
11.
ChristopherJ. S.NangleD. W.HansenD. J. (1993). Social-skills interventions with adolescents: Current issues and procedures. Behavior Modification, 17, 314–338.
12.
CohenJ. M. (1977). Sources of group homogeneity. Sociology of Education, 50, 227–241.
13.
DiSalvoC. A.OswaldD. P. (2002). Peer mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disorders, 17, 198–207.
14.
FarrugiaS.HudsonJ. (2006). Anxiety in adolescents with Asperger syndrome: Negative thoughts, behavioral problems, and life interference. Focus on Autism and Other Developmental Disorders, 21, 25–35.
15.
FeldS. L. (1982). Social structure determinants of similarity among associates. American Sociological Review, 47, 791–801.
16.
GengouxG. W. (2009). Priming for games and cooperative activities with children with autism: Effects on social interactions with typically developing peers. Dissertation Abstracts International: The Sciences and Engineering, 69(8-B), 5024.
17.
GillottA.FurnissF.WalterA. (2001). Anxiety in high-functioning children with autism. Autism, 5, 277–286.
18.
HillierA.FishT.CloppertP.BeversdorfD. Q. (2007). Outcomes of a social and vocational skills support group for adolescents and young adults on the autism spectrum. Focus on Autism and Other Developmental Disorders, 22, 107–115.
19.
KasariC.Rotheram-FullerE. (in press). Peer relationships of children with Autism: Challenges and interventions. In HollanderE.AnagnostouE. (Eds.), Clinical manual for the treatment of Autism. Arlington, VA: American Psychiatric Publishing, Inc.
20.
KimJ. A.SzatmariP.BrysonS. E.StreinerD. L.WilsonF. J. (2000). The prevalence of anxiety and mood problems among children with autism and Asperger syndrome. Autism, 4, 117–132.
21.
KlinA.VolkmarF. R.SparrowS. S. (2000). Asperger syndrome. New York, NY: Guilford.
22.
KnottF.DunlopA. W.MackayT. (2006). Living with ASD: How do children and their parents assess their difficulties with social interaction and understanding?Autism, 10, 609–617.
23.
KoegelL.KoegelR. L.ShoshanY.McNerneyE. (1999). Pivotal response intervention II: Preliminary outcome data. Journal of Several Handicaps, 24, 186–198.
24.
KoegelL.VernonT.KoegelR. L.KoegelB.PaullinA. W. (in press). Improving socialization between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavioral Intervention.
25.
KoegelL. K.KoegelR. L.FreaW.Green-HopkinsI. (2003). Priming as a method of coordinating educational services for children with autism. Language, Speech, and Hearing Services in Schools, 34, 228–235.
26.
KoegelL. K.KoegelR. L.HarrowerJ. K.CarterC. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons With Severe Handicaps, 24, 174–185.
27.
KoegelR.DyerK.BellL. K. (1987). The influence of child-preferred activities on autistic children’s social behavior. Journal of Applied Behavior Analysis, 20, 243–252.
28.
KoegelR. L.KoegelL. K. (2006). Pivotal response treatments for autism: Communication, social, and academic development. Baltimore, MD: Brookes.
29.
LasgaardM.NielsenA.EriksenM. E.GoossensL. (2010). Loneliness and social support in adolescent boys with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 218–226.
30.
MoxonL.GatesD. (2001). Children with autism: Supporting the transition to adulthood. Educational and Child Psychology, 18(2), 28–38.
31.
ReichowB.VolkmarF. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40, 149–166.
32.
RogersS. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30, 399–409.
33.
SimpsonR. L. (2004). Finding effective intervention and personal preparation practices for students with autism spectrum disorder. Council for Exceptional Children, 70, 135–144.
34.
SmithT.LovaasN. W.LovaasO. I. (2002). Behaviors of children with high-functioning autism when paired with typically developing versus delayed peers: A preliminary study. Behavioral Intervention, 17, 129–143.
35.
StewartM. E.BarnardL.PearsonJ.HasanR.O’BrienG. (2006). Presentation of depression in autism and Asperger syndrome: A review. Autism, 10, 103–116.
36.
SzeK. M.WoodJ. J. (2007). Cognitive behavioral treatment of comorbid anxiety disorders and social difficulties in children with high-functioning autism: A case report. Journal of Contemporary Psychotherapy, 37, 133–143.
37.
WhiteS. W.KeonigK.ScahillL. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37, 1858–1868.
38.
WoleryM.KirkK.GastD. L. (1985). Stereotypic behavior as reinforcer: Effects and side effects. Journal of Autism and Developmental Disorders, 15, 149–161.
39.
WoodJ. J.GadowK. W. (2010). Exploring the nature and function of anxiety in youths with autism spectrum disorder. Clinical Psychology Science and Practice, 17, 281–292.
40.
ZanolliK.DaggettJ.AdamsT. (1996). Teaching preschool age autistic children to make spontaneous initiations to peers using priming. Journal of Autism and Developmental Disorders, 26, 407–422.
