Date of Award
Spring 5-2015
Document Type
Thesis
Degree Name
Education Specialist (EdS)
Department
Special Education
First Advisor
Dr. Stephen Wills
Abstract
The purpose of this study was to investigate the peer-led intervention, “Stay, Play, Talk” on three target social skills with elementary aged children with autism. The target skills are as follows: 1) initiating a greeting by either waving or saying, “hi”; 2) waiting his/her turn while playing a structured game/activity; and 3) staying close to a peer during a 10 minute free play period. A multiple probe across behaviors combined with a multiple probe across participants demonstrated that “Stay, Play, Talk” as an effective intervention for social skills on three participants served in an autism classroom. Additionally, this study examined maintenance and generalization of learned skills. Results indicate that all three participants acquired, maintained and generalized mastery criteria for selected social skills with peers as the instructors.
Recommended Citation
Deganian, Elizabeth G., "The Effects of Peer-led Interventions, "Stay, Play, Talk", on Social Skills with Students with Autism" (2015). Specialist in Education Degree (Ed.S.) Theses. 8.
https://kb.gcsu.edu/eds/8.