The Effects of Peer Tutoring training on Increased Socialization in Free play settings with Children presenting with autism Spectrum Disorders

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The Effects of Peer Tutoring training on
Increased Socialization in Free play settings
with Children presenting with autism Spectrum
Disorders

• Gili Rechany M.A., BCBA
• Chanie Kessler M.A.
• Chanie Stolik M.A.
• Shema Kolainu Hear Our Voices

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Abstract

• The current investigation focuses on conditioning
  peers as reinforcers through peer tutoring
  training.
• four preschool students and two school age
  students with Autism Spectrum Disorder (ASD)
  participated in the study.
• Reinforcement schedules were monitored by the
  trainer and implemented by the tutor while trials
  of already mastered targets were presented to the
  tutee.
• The effects of peer tutoring on increased
  socialization in free play settings for both the
  tutor and the tutee were measured once criteria
  was met on reinforcement delivery in peer
  tutoring sessions.

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Method Participants

• Participants
• Four preschool boys and two school age boys
  diagnosed with an Autism Spectrum Disorder (ASD)
  participated in this study.
• The students were chosen because they do not
  initiate play independently with their peers, but
  they do parallel play with similar toys.
• The participants were selected based on teachers
  analysis that the prerequisites of appropriate
  play with numerous toys were mastered
  independently. In addition, similar levels of
  verbal behaviors were identified with both
  participants.

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Method Setting

• Setting
• Shema Kolainu- Hear Our Voices
• All sessions were conducted in the participants
  classroom.
• The students are in a self-contained class for
  students with an Autism Spectrum Disorder.
• The classroom contained four additional children,
  one teacher and three teaching assistants.

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Method Materials

• Materials
• Teacher made stimulus were used to make the
  multiple exemplar programs used for tutoring
  sessions.
• Blocks and Lego
• Data forms were used to record the number of
  reinforcements delivered by the tutor.
• A mechanical clicker was used to collect data
  during play area observations.
• A timer was used for observation sessions.

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Experimental Design

• Data Collection
• Independent variable Peer Tutoring
• Dependent variable Socialization in Free play
  settings
• Interobserver Agreement
• Interobserver agreement was calculated by the
  number of agreements divided by the number of
  disagreements times 100. (63 of all baseline and
  training sessions)
• Design
• A multiple baseline design across participants
  was used to show the relationship between the
  independence and the dependent variable.

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Procedures

• Baseline. The number of social interactions made
  across five, five minute observations between the
  two pairs of peers selected.
• Social Interactions included
• Initiations- the student initiating contact by
  exchanging a toy or by emitting a vocal
  antecedents.
• Reciprocation- the student responds to a peers
  initiation by engaging in the identified task
• Name ID- name calling while sitting in the play
  area

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Training Procedures

• Peer Tutoring training. Prompt fading was used to
  teach the tutor to deliver reinforcement to the
  tutee on an FR1 schedule. Already mastered
  targets were presented to the tutee by the tutor
  and immediately following each behavior the tutor
  would deliver a reinforcer to the student.
• Phase I included a full physical prompt to the
  tutor by the observer.
• Phase II included a partial physical prompt
  paired with a verbal prompt.
• Phase III include only a verbal prompt presented
  by the observer.
• Phase IV included independent delivery of
  reinforcement
• on FR1 schedule.
• Criteria were set at 90 times two consecutive
  sessions
• for all phases. All sessions include 20 trials
  presented
• by the tutor.

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Return to Baseline

• Return to baseline. The number of social
  initiation made across five, five minute
  observations between the three pairs of peers
  selected.
• Social Interactions included
• Initiations- the student initiating contact by
  exchanging a toy or addressing the other student
  with vocal antecedents.
• Reciprocation- the student responds to a peers
  initiation by engaging in the identified task
• Name ID- name calling while sitting in the play
  area

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Tutor A and Tutee A
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Tutor B and Tutee B
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Tutor C and Tutee C
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Discussion

• Teacher Observations
• The tutor and the tutee engaged in appropriate
  social communication through the day.
• The tutee tacted the tutors behavior repeatedly
  throughout the day.
• Increased eye contact during group activities and
  Gym time was noted.
• Future Interventions
• Peer programs with social board games
• Turn taking activities
• Peer Modeling
• Observational Learning

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References

• Gumpel, T.P. Frank, R. (1999). An expansion of
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• Kamps, D. M., Barbetta, P. M., Leonard, B. R.,
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  An integration strategy to improve reading skills
  and promote peer interactions among students with
  autism and general education peers. Journal of
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• Odom, S. L., Chandler, L. K., Ostrosky, M.,
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