The training of a child with autism in a Greek preschool inclusive class through intensive interaction: A case study

Research output: Contribution to journalArticlepeer-review

Authors

Colleges, School and Institutes

External organisations

  • Department of Early Childhood Education
  • University of Athens

Abstract

The purpose of this study was to examine the effectiveness of intensive interaction during interactive play between a preschool boy with autism and his teacher and, as a consequence, improve the social interaction between the boy and a non-autistic girl in an inclusive class in Greece. A single subject ABA design was applied. Observed variables included changes in the frequency of initiations and responses of the two children. Results indicated significant improvement and post-training maintenance in the social interaction of the two children. Discussion of results in light of known research in autism is highlighted and implications are discussed.

Details

Original languageEnglish
Pages (from-to)99-114
Number of pages16
JournalEuropean Journal of Special Needs Education
Volume27
Issue number1
Publication statusPublished - Feb 2012

Keywords

  • autism, inclusive preschool education, intensive interaction, social interaction