Using Time-delay to Improve Social Play Skills with Peers for Children with Autism

Abstract

Interventions that teach social communication and play skills are crucial for the development of children with autism. The time delay procedure is effective in teaching language acquisition, social use of language, discrete behaviors, and chained activities to individuals with autism and developmental delays. In this study, three boys with autism, attending a non-public school, were taught play activities that combined a play sequence with requesting peer assistance, using a graduated time delay procedure. A multiple-baseline across subjects design demonstrated the success of this procedure to teach multiple-step social play sequences. Results indicated an additional gain of an increase in pretend play by one of the participants. Two also demonstrated a generalization of the skills learned through the time delay procedure.

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Acknowledgements

This study was conducted as part of a thesis project in the Charter College of Education in the Division of Special Education and Counseling at California State University, Los Angeles. We would like to acknowledge the participant children, their peers, families and teachers who participated in this study. Your participation may help many students with autism to improve social interactions with peers. Also, we appreciate the Director of the school programs for granting us permission to conduct the study in her setting and staff who assisted with data collection.

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Correspondence to Jennifer B. G. Symon.

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Liber, D.B., Frea, W.D. & Symon, J.B.G. Using Time-delay to Improve Social Play Skills with Peers for Children with Autism. J Autism Dev Disord 38, 312–323 (2008). https://doi.org/10.1007/s10803-007-0395-z

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Keywords

  • Autism
  • Time Delay
  • Social Skills
  • Play Skills
  • Task Analysis
  • Classroom
  • Peer Mediated