Priming for Cooperative Activities with Children with Autism: Effects on Social Interactions with Typically Developing Peers

Grace W. Gengoux

Difficulties in reciprocal social interaction with peers are characteristic of children with autism. Teaching social initiations to children with autism during priming sessions has been shown to increase the rate of initiations to typically developing peers, however, it is hypothesized that priming also may indirectly increase initiations due to its influence on the core area of motivation. Therefore, this study examines whether priming for cooperative activities will result in increases in the rate of initiations when initiations are not directly taught. In a multiple baseline design across four participants, results for children with autism showed increases in the rate of initiations and in statements reflecting competence. In addition, their typically developing peers showed increases in statements reflecting target child competence as well. In addition, the data indicated generalization of increases in initiations to un-primed activities and increases in positive affect. Findings are discussed in the context of positive, strengths-based approaches to improving social interaction abilities of children with autism.