Location

Portland State University

Start Date

7-5-2019 11:00 AM

End Date

7-5-2019 1:00 PM

Abstract

Purpose/Introduction
Social communication challenges are a central feature of autism spectrum disorders (ASD; APA, 2013). Social communication skills are often a key focus of intervention; however, generalization of skills to natural contexts, particularly peer relationships is a challenge for many children on the spectrum (Ferraioli & Harris, 2011; Schreiber, 2011; Wang & Spillane, 2009).

Socialsibs is a hybrid intervention that targets social interaction, communication, and reciprocity using a combination of video modeling and sibling-mediation within a naturalistic behavioral framework. The intervention was examined within a waitlist control design study with children with ASD and their neurotypical siblings. The current poster will report the effects of Socialsibs on the collateral behaviors of behavior regulation, social interaction and joint attention skills. These behaviors were not directly targeted within the intervention, but hypothesized to change as a function of targeting individualized social communication goals.

Sibling-Mediated Intervention:
Sibling mediated intervention is based on peer-mediated intervention (PMI), which coaches NT peers in strategies to facilitate and reinforce the social communication of children on the spectrum. The sibling is taught strategies such as: increasing responsiveness to communication bids; asking questions to maintain interactions; offering choices to maintain motivation; and commenting on the play. PMI has been found effective for increasing and supporting the generalization of social communication skills in children with ASD (National Autism Center, 2009; 2014) PMI is typically conducted in within the context of preferred naturalistic play activities.

Video Modeling: Video Modeling is a treatment approach that directly targets specific behaviors (social communication, play, adaptive living, etc.) through video (Charlop et al, 2010; Banda, Matuszny, & Turkan, 2007). A short video depicting a specific target behavior is created – the video typically has 3-4 examples of the target behavior. The video model is then shown to the child with ASD, with the clinician stopping the video at specific points to highlight the target behavior. Directly after watching the video the clinician and learner practice the behavior within the same naturalistic context modeled in the video; the clinician provides prompts and reinforcement to the child (Banda, Matuszny, & Turkan, 2007).

Research Question
What are the effects of Socialsibs on untreated social communication behaviors within natural play activities?

Description

Socialsibs is a hybrid intervention that targets social interaction, communication, and reciprocity using a combination of video modeling and sibling-mediation within a naturalistic behavioral framework. The intervention was examined within a waitlist control study with children with ASD and their neurotypical siblings. Each dyad included a child with ASD, ages 4-7, and his/her neurotypical sibling, ages 5-10. All targets were personalized to individual family priorities; however, several sibling mediation examples included gaining attention, providing child choice, responding to all communication and social bids, encouraging communication, and expanding on communication. Children in the treatment group received intervention two times per week for 10 weeks. The examiner video recorded a 10-minute social interaction sample between the dyad at Week 1, Week 4, Week 10 and at 1-month follow-up. Video data was then coded on Noldus Observer XT. The current poster will report the effects of Socialsibs on behavior regulation, social interaction, and joint attention skills.

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May 7th, 11:00 AM May 7th, 1:00 PM

Socialsibs: The effects of a hybrid intervention on the core social communicative behaviors of children with ASD

Portland State University

Purpose/Introduction
Social communication challenges are a central feature of autism spectrum disorders (ASD; APA, 2013). Social communication skills are often a key focus of intervention; however, generalization of skills to natural contexts, particularly peer relationships is a challenge for many children on the spectrum (Ferraioli & Harris, 2011; Schreiber, 2011; Wang & Spillane, 2009).

Socialsibs is a hybrid intervention that targets social interaction, communication, and reciprocity using a combination of video modeling and sibling-mediation within a naturalistic behavioral framework. The intervention was examined within a waitlist control design study with children with ASD and their neurotypical siblings. The current poster will report the effects of Socialsibs on the collateral behaviors of behavior regulation, social interaction and joint attention skills. These behaviors were not directly targeted within the intervention, but hypothesized to change as a function of targeting individualized social communication goals.

Sibling-Mediated Intervention:
Sibling mediated intervention is based on peer-mediated intervention (PMI), which coaches NT peers in strategies to facilitate and reinforce the social communication of children on the spectrum. The sibling is taught strategies such as: increasing responsiveness to communication bids; asking questions to maintain interactions; offering choices to maintain motivation; and commenting on the play. PMI has been found effective for increasing and supporting the generalization of social communication skills in children with ASD (National Autism Center, 2009; 2014) PMI is typically conducted in within the context of preferred naturalistic play activities.

Video Modeling: Video Modeling is a treatment approach that directly targets specific behaviors (social communication, play, adaptive living, etc.) through video (Charlop et al, 2010; Banda, Matuszny, & Turkan, 2007). A short video depicting a specific target behavior is created – the video typically has 3-4 examples of the target behavior. The video model is then shown to the child with ASD, with the clinician stopping the video at specific points to highlight the target behavior. Directly after watching the video the clinician and learner practice the behavior within the same naturalistic context modeled in the video; the clinician provides prompts and reinforcement to the child (Banda, Matuszny, & Turkan, 2007).

Research Question
What are the effects of Socialsibs on untreated social communication behaviors within natural play activities?