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.
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The authors would like to thank the parents and siblings who participated and implemented the procedures in this study
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CY, LW, and QM were involved in developing the training scripts and checklist templates used in this study. The remaining authors have no conflicts of interest to declare.
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Yuan, C., Wang, L., Zhang, Q.A. et al. Teaching Children with Autism Through Self-monitored Sibling-implemented Intervention. J Behav Educ (2023). https://doi.org/10.1007/s10864-023-09507-7
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DOI: https://doi.org/10.1007/s10864-023-09507-7