Promoting Snack Time Interactions of Children With Autism in a Malaysian Preschool

Abstract

The purpose of this study was to examine the effects of a comprehensive social skills intervention package combining peer-mediated strategies and environmental arrangements on the peer interactions of three children with autism in a Malaysian preschool. Following baseline, nine typically developing children participated in social initiation training and correspondence training for engaging with their classmates with autism at snack time. Environmental arrangements involving modification of snack time activities along with provision of materials for social interaction were incorporated. Intervention effects were evaluated using a single-subject multiple-baseline design across participants. Results indicated significant gains in reciprocal social interactions and verbal interactions for the children with autism. In the maintenance phase, the children sustained high levels of performance with continuation of environmental arrangements after termination of peer-mediated procedures. Teachers’ interview data indicated positive perceptions of the effects and acceptability of the intervention package but modest ratings on feasibility.