TY - JOUR
T1 - A Parent-Implemented Playdate Intervention for Young Children With Autism and Their Peers
AU - Raulston, Tracy J.
AU - Hansen, Sarah G.
AU - Frantz, Rebecca
AU - Machalicek, Wendy
AU - Bhana, Naima
N1 - Funding Information:
https://orcid.org/0000-0003-3166-7716 Raulston Tracy J. 1 Hansen Sarah G. 2 Frantz Rebecca 3 Machalicek Wendy 4 Bhana Naima 1 1 Pennsylvania State University, University Park, USA 2 Georgia State University, Atlanta, USA 3 Northern Arizona University, Flagstaff, USA 4 University of Oregon, Eugene, USA Tracy J. Raulston, Pennsylvania State University, 125 CEDAR Building, University Park, PA, USA. Email: [email protected] 10 2019 1053815119880943 © 2019 SAGE Publications 2019 Division for Early Childhood of the Council for Exceptional Children Children with autism spectrum disorder (ASD) present with social skills difficulties, which can create barriers for them to develop friendships with their peers. Playdates are a common way that young children practice play and friendship skills in home and community environments. Few studies have trained parents to embed social skills instruction into playdates for children with ASD, and such studies have been comprised of children with mild to moderate needs. In the current study, we employed a concurrent single-case multiple probe across three parent–child–peer triads design to evaluate the effects of training and coaching in a parent-implemented playdate intervention on parental strategy use and cascading effects on child–peer social interactions during playdates. Parents also rated the social validity of the intervention. Results indicated that two of the three parents reached criterion on the strategies quickly, and the third triad required a procedural modification. Challenging behavior appeared to be a barrier to implementation. Implications and future directions are discussed. autism playdate parent-implemented social skills edited-state corrected-proof We would like to thank the families who participated in this study. We would also like to thank Angeline Felber, Salena Babb, and Emily Laubscher for their help with video taping and data collection. Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The first author received financial support from The College of Education, Pennsylvania State University for this research. ORCID iD Tracy J. Raulston https://orcid.org/0000-0003-3166-7716
Publisher Copyright:
© 2019 SAGE Publications.
PY - 2020/12/1
Y1 - 2020/12/1
N2 - Children with autism spectrum disorder (ASD) present with social skills difficulties, which can create barriers for them to develop friendships with their peers. Playdates are a common way that young children practice play and friendship skills in home and community environments. Few studies have trained parents to embed social skills instruction into playdates for children with ASD, and such studies have been comprised of children with mild to moderate needs. In the current study, we employed a concurrent single-case multiple probe across three parent–child–peer triads design to evaluate the effects of training and coaching in a parent-implemented playdate intervention on parental strategy use and cascading effects on child–peer social interactions during playdates. Parents also rated the social validity of the intervention. Results indicated that two of the three parents reached criterion on the strategies quickly, and the third triad required a procedural modification. Challenging behavior appeared to be a barrier to implementation. Implications and future directions are discussed.
AB - Children with autism spectrum disorder (ASD) present with social skills difficulties, which can create barriers for them to develop friendships with their peers. Playdates are a common way that young children practice play and friendship skills in home and community environments. Few studies have trained parents to embed social skills instruction into playdates for children with ASD, and such studies have been comprised of children with mild to moderate needs. In the current study, we employed a concurrent single-case multiple probe across three parent–child–peer triads design to evaluate the effects of training and coaching in a parent-implemented playdate intervention on parental strategy use and cascading effects on child–peer social interactions during playdates. Parents also rated the social validity of the intervention. Results indicated that two of the three parents reached criterion on the strategies quickly, and the third triad required a procedural modification. Challenging behavior appeared to be a barrier to implementation. Implications and future directions are discussed.
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U2 - 10.1177/1053815119880943
DO - 10.1177/1053815119880943
M3 - Article
AN - SCOPUS:85074376205
SN - 1053-8151
VL - 42
SP - 303
EP - 320
JO - Journal of Early Intervention
JF - Journal of Early Intervention
IS - 4
ER -
