Training Paraprofesionals to Facilitate Social Interaction Between Children with Autism and Their Typical Peers in a Full Inclusive Educational Setting

Robert L. Koegel, Suzanne Robinson, & Lynn K. Koegel

The purpose of this study was to examine the effectiveness of training paraprofessionals via modeling and in-vivo feedback to facilitate social interactions between children with autism and their typical peers. Specifically, paraprofessionals were taught to incorporate PRT (e.g., child choice, shared control, natural and contingent reinforcers) and peer-mediation strategies (e.g., peer-delivered antecedents and consequences) within the natural routines of the classroom. Results show that (a) the paraprofessionals were successfully trained to elicit social responses, and (b) social verbalizations of the children with autism and their peers immediately increased and maintained at follow-up. The results are discussed in terms of understanding and improving the training model for the purposes of increasing the social interactions of children with autism.