Acquisition Process of the Shared Cooperative Activities in a Child with Autism Spectrum Disorder: A Case Study Using Joint Action Routine Procedure in the Lessons of Special Needs Education School

Abstract

This study examines the possibility of acquisition of the shared cooperative activities in a child with autism spectrum disorder through intervention. The child was taught by employing joint action routine procedure for the purpose of acquiring cooperative activities that include problem-solving and social games. Consequently, he enhanced his cooperative behaviors in two types of activities and developed re-engaging behaviors when his social partner ceased to participate at certain time intervals. He then generalized two types of cooperative activities at multiple scenes. Finally, he initiated joint attention at home and school simultaneously, as he was able to perform a limited problem-solving activity. Moreover, these results were discussed on the basis of the perspectives such as requirements of cooperative activities with shared intentionality, relationship between performing cooperative activities and initiating joint attention, and intervention method to facilitate the acquisition of cooperative activities.