Abstract
The present study examined approaches to promote peer interaction in children with autism spectrum disorder in small group teaching. The participants were five children aged 6–9 years (1 = female, 4 = male) with autism spectrum disorder and an 8-year-old participant with motor and mental retardation. The teaching setting was the initial meeting. A total of 28 sessions were conducted in a playroom at a university. The teaching period comprised four phases and the teaching design was shaped by the listener’s response, baseline formation, intervention 1, and intervention 2. Intervention 1 used an iPad or a signal to observe and enhance the speaker’s approach. In intervention 2, a modification to the
speaker’s first approach was introduced. The study then analyzed the effects of the signal and observed the listener’s response. Moreover, the study also analyzed the effects of the modification to the speaker’s approach, which was considered in order to promote the listener’s response. The results indicated that the speaker’s approach using the iPad promoted listener response during peer interaction, whereas the speaker’s signal to pay attention had previously been ineffective in arousing listener attention. Moreover, in the absence of listener response, the modification of speaker’s approach demonstrated effectivity.
