In order to develop and maintain interpersonal relationships, one must possess certain social skills. Because children with an autism spectrum disorder have significant difficulty with social skills, it is imperative to implement training programs to remediate these deficits. The current study was designed to teach children with an autism spectrum disorder how to join in a conversation or play situation that is already in progress. Video models were used to show participants a five step (S.O.D.A.) strategy in a recreational program for children with autism spectrum disorders. The results show that two participants immediately acquired the skill, but their performance did not maintain when the intervention components were faded, even when a reminder was given to follow the SODA steps.
Master's thesis, Department of Psychology, SUNY Plattsburgh