Date of Award

Spring 5-2015

Document Type


Degree Name

Education Specialist (EdS)


Special Education

First Advisor

Dr. Stephen Wills


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.