Graduate Program
Communication Disorders and Sciences
Degree Name
Master of Science (MS)
Semester of Degree Completion
2011
Thesis Director
Tina Veale
Thesis Committee Member
Trina Becker
Thesis Committee Member
Beth Bergstrom
Abstract
The purpose of this research was to investigate the impact that siblings and peers have on the social skills of children with autism. Subjects included six children with autism between the ages of five and eight years of age. Subjects were observed playing with a typically-developing sibling for two one-hour sessions. Half of the subjects were observed playing with a typically-developing peer for two one-hour sessions. During each structured play session, toys from a preselected set were presented one at a time. The children were instructed to play together with no further adult interaction. Data were analyzed for joint attention, initiation of interaction, imitation, and turn-taking. Results indicated no significant difference in the amount of joint attention, initiation, imitation, or turntaking when playing with siblings versus peers. This outcome suggested that siblings and peers are capable of eliciting a comparable number of social interactions from children with autism in a controlled environment. Results also suggested that simple interventions, such as structuring play sessions, yield social skills from children with autism.
Recommended Citation
Welsh, Laura E., "Effect Of Siblings And Peers On Social Interaction Of Children With Autism" (2011). Masters Theses. 98.
https://thekeep.eiu.edu/theses/98