Teaching Children with Autism Through Self-monitored Sibling-implemented Intervention

Chengan Yuan, Lanqi Wang, Qing Archer Zhang, Qiuyu Min, Erin Rotheram-Fuller, Juliet Hart Barnett

Research output: Contribution to journalArticlepeer-review

Abstract

Involving typically developing (TD) children in delivering interventions can be an effective strategy conducive to long-lasting and generalized behavior changes for their siblings with autism spectrum disorder (ASD). In this study, we recruited two sibling dyads and investigated the extent to which TD children could deliver the model-lead-test (MLT) strategy using a self-monitoring checklist when teaching a range of skills to their siblings with ASD. Using the multiple-baseline-across-behaviors design, we found that the self-monitoring checklist effectively produced a high level of treatment fidelity from TD children as they implemented the MLT strategy which, in turn, improved the target skills of their siblings with ASD.

Original languageEnglish (US)
JournalJournal of Behavioral Education
DOIs
StateAccepted/In press - 2023

Keywords

  • Autism spectrum disorder
  • Multiple baseline design
  • Sibling-mediated intervention
  • Skill acquisition
  • Treatment fidelity

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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