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. 1986 Spring;19(1):59–71. doi: 10.1901/jaba.1986.19-59

A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers.

S L Odom, P S Strain
PMCID: PMC1308041  PMID: 3710949

Abstract

We compared two procedures for improving the social interactions of three autistic children. In a peer-initiation condition, confederates were taught to initiate interaction with the autistic children. In a teacher-antecedent condition, teachers prompted the autistic children to initiate with confederates, who had been taught to reciprocate. Using an alternating treatment design, differential effects were found. The peer-initiation procedure reliably increased the social responses of the autistic children, whereas the teacher-antecedent condition increased the initiations and responses of the autistic children. In addition, longer chains of social interaction occurred during the teacher-antecedent condition.

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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