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Journal of Autism and Developmental Disorders

, Volume 48, Issue 6, pp 1869–1885 | Cite as

The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder

  • Matthew A. Cody DavisEmail author
  • Amy Spriggs
  • Alexis Rodgers
  • Jonathan Campbell
Original Paper

Abstract

Deficits in social skills are often exhibited in individuals with comorbid Down syndrome (DS) and autism spectrum disorder (ASD), and there is a paucity of research to help guide intervention for this population. In the present study, a multiple probe study across behaviors, replicated across participants, assessed the effectiveness of peer-delivered simultaneous prompting in teaching socials skills to adults with DS–ASD using visual analysis techniques and Tau-U statistics to measure effect. Peer-mediators with DS and intellectual disability (ID) delivered simultaneous prompting sessions reliably (i.e., > 80% reliability) to teach social skills to adults with ID and a dual-diagnoses of DS–ASD with small (Tau Weighted  = .55, 90% CI [.29, .82]) to medium effects (Tau Weighted  = .75, 90% CI [.44, 1]). Statistical and visual analysis findings suggest a promising social skills intervention for individuals with DS–ASD as well as reliable delivery of simultaneous prompting procedures by individuals with DS.

Keywords

Down syndrome Autism spectrum disorder Comorbid diagnosis Social skills Intervention Single case Peers Social skills 

Notes

Author Contributions

MACD—Conception and design of study, Data collection, Data analysis and interpretation, Drafting the article, critical revision of the article, final approval of the version to be published; AS—Data analysis and interpretation, drafting of article, revision of article; AR—Data analysis and collection; JC—Data analysis and interpretation, drafting the article, final approval of the version to be published.

Compliance with Ethical Standards

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This study received IRB approval from the University prior to research being conducted. Legal guardian consent and participant assent was also obtained.

Supplementary material

10803_2017_3437_MOESM1_ESM.docx (434 kb)
Supplementary material 1 (DOCX 433 KB)

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2017

Authors and Affiliations

  • Matthew A. Cody Davis
    • 1
    • 3
    Email author
  • Amy Spriggs
    • 2
  • Alexis Rodgers
    • 1
  • Jonathan Campbell
    • 1
  1. 1.Department of Educational, School, and Counseling PsychologyUniversity of KentuckyLexingtonUSA
  2. 2.Department of Early Childhood, Special Education and Rehabilitation CounselingUniversity of KentuckyLexingtonUSA
  3. 3.Stewart Home & SchoolFrankfortUSA

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