Date of Award:

5-2012

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation

Committee Chair(s)

Thomas S. Higbee

Committee

Thomas S. Higbee

Committee

Benjamin Lingugaris/Kraft

Committee

Kimberly Snow

Abstract

As more children are being identified with autism spectrum disorders (ASD), more of them are being served in public schools with their typically developing peers. Many of these students have behavioral challenges that impact their ability to learn, or the ability of other students in their classes to learn. It is therefore increasingly important that schools are equipped with behavioral interventions that are both effective and easy to implement in order to meet these students’ needs. This study evaluated the effects of one such intervention in which classroom peers were trained to provide attention to the student with autism on a regular schedule.

All parts of this study were conducted in local public schools at no cost to the teachers, students, or schools. Researchers identified students with autism whose behavior was interfering with their learning or the learning of others, and who were using that behavior to gain the attention of their teachers. For each target student with autism, two peers in his class were identified and trained to provide attention on a consistent, or fixed, schedule when signaled by a small vibrating device. Researchers collected data on the frequency of problem behavior before and after implementation of the intervention and surveyed peers regarding their feelings toward participation in the intervention.

The results of the study showed a decrease in the frequency of problem behavior for both participants, indicating that the intervention could be useful for more students in similar situations. The peers surveyed were overall positive in their feelings about their participation in the intervention.

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Comments

This work made publicly available electronically on September 20, 2012.

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