Date of Award:

5-2016

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation Counseling

Department name when degree awarded

Special Education and Rehabilitation

Committee Chair(s)

Thomas S. Higbee

Committee

Thomas S. Higbee

Committee

Tyra Sellers

Committee

Heather T. Weese

Abstract

Teaching communication and social skills to children with autism spectrum disorder (ASD) requires systematic teaching and instruction. Teachers provide these interventions to multiple students and the efforts can be strenuous. In order to help relieve teachers, as well as provide a more efficient way to teach social skills, this study was conducted to assess the benefits of using peers as implementers and communication exchange partners for children with ASD. In this study, we used an intervention called script fading, a prompt procedure that provides children with ASD with an appropriate audio phrase, which they then repeat during play. This study also evaluated the effectiveness of peers to implement scripts during play. The results showed an increase in play-based statements in children with ASD effectively during play with a peer and that peers could implement the script fading procedure effectively with proper training and support.

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