Using Time-delay to Improve Social Play Skills with Peers for Children with Autism |
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| Authors: | Daniella B. Liber William D. Frea Jennifer B. G. Symon |
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| Affiliation: | (1) California State University, Los Angeles, Los Angeles, CA, USA;(2) Division of Special Education and Counseling, California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA 90032, USA;(3) Autism Training Programs, California State University, Los Angeles, Los Angeles, CA, USA;(4) Present address: Autism Spectrum Therapies, Southern California, USA;(5) Present address: Julia Ann Singer Therapeutic School, Vista del Mar Child and Family Services, Culver City, CA, USA |
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| Abstract: | ![]()
Interventions that teach social communication and play skills are crucial for the development of children with autism. The time delay procedure is effective in teaching language acquisition, social use of language, discrete behaviors, and chained activities to individuals with autism and developmental delays. In this study, three boys with autism, attending a non-public school, were taught play activities that combined a play sequence with requesting peer assistance, using a graduated time delay procedure. A multiple-baseline across subjects design demonstrated the success of this procedure to teach multiple-step social play sequences. Results indicated an additional gain of an increase in pretend play by one of the participants. Two also demonstrated a generalization of the skills learned through the time delay procedure. |
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| Keywords: | Autism Time Delay Social Skills Play Skills Task Analysis Classroom Peer Mediated |
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