Author(s)

Meghan Draper

Date Approved

11-22-2012

Document Type

Thesis

Degree Name

M.A. Learning Disabilities

Department

Language, Literacy, and Special Education

College

College of Education

First Advisor

Kuder, S Jay

Subject(s)

Autistic children;Social skills--Study and teaching

Disciplines

Special Education and Teaching

Abstract

The purpose of this research was to determine which type of social intervention is more efficient when comparing Peer Video Modeling and Peer Tutoring when attempting to decrease inappropriate social behaviors. Three children were chosen because they each displayed a lack of eye contact, inappropriate verbal responses, or avoidance of a response during free play sessions with their peers in the inclusionary prekindergarten classroom. Baseline data collection was held for a three-day period. A personalized peer modeling video was made for Students A and C. For Students B and C, personalized trained peers were paired. These interventions were implemented with the children across separate five-day periods and data of the rate of occurrence of the target behavior was collected. While both methods of interventions decreased the target behavior, both Peer Tutoring and Peer Video Modeling proved to have the best results in attempting to decrease inappropriate social behavior.

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