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

doi:10.1007/s10864-023-09507-7

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

Educational Leadership and Innovation, Division of

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

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 language	English (US)
Journal	Journal of Behavioral Education
DOIs	https://doi.org/10.1007/s10864-023-09507-7
State	Accepted/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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10.1007/s10864-023-09507-7

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title = "Teaching Children with Autism Through Self-monitored Sibling-implemented Intervention",

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.",

keywords = "Autism spectrum disorder, Multiple baseline design, Sibling-mediated intervention, Skill acquisition, Treatment fidelity",

author = "Chengan Yuan and Lanqi Wang and Zhang, {Qing Archer} and Qiuyu Min and Erin Rotheram-Fuller and {Hart Barnett}, Juliet",

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doi = "10.1007/s10864-023-09507-7",

language = "English (US)",

journal = "Journal of Behavioral Education",

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AU - Yuan, Chengan

AU - Wang, Lanqi

AU - Zhang, Qing Archer

AU - Min, Qiuyu

AU - Rotheram-Fuller, Erin

AU - Hart Barnett, Juliet

PY - 2023

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AB - 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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KW - Sibling-mediated intervention

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

Abstract

Keywords

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