Increasing eye contact and appropriate verbalizations of young children with autistic characteristics

171 Pages·2017·3.2 MB·English

EEddiitthh CCoowwaann UUnniivveerrssiittyy
RReesseeaarrcchh OOnnlliinnee
Theses: Doctorates and Masters Theses
1-1-1997
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cchhiillddrreenn wwiitthh aauuttiissttiicc cchhaarraacctteerriissttiiccss
Ping P. Seah
Edith Cowan University
Follow this and additional works at: https://ro.ecu.edu.au/theses
Part of the Special Education and Teaching Commons
RReeccoommmmeennddeedd CCiittaattiioonn
Seah, P. P. (1997). Increasing eye contact and appropriate verbalizations of young children with autistic
characteristics. https://ro.ecu.edu.au/theses/916
This Thesis is posted at Research Online.
https://ro.ecu.edu.au/theses/916
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INCREASING EYE CONTACT AND
APPROPRIATE VERBALIZATIONS OF YOUNG CIIILDREN
WITH AUTISTIC CHARACTERISTICS
by
Ping Ping Seah
A thesis submitted in partial fulfilment of the requirements for the award of
Master of Education (Children with Special Needs)
at the Faculty of Education, Edith Cowan University
Date of submission: 1st December, 1997.
USE OF THESIS

The Use of Thesis statement is not included in this version of the thesis.
II
ABSTRACT
Social skills have been widely regarded by researchers and educators to be crucial to
successful school perfonnances as well as an individual's overall social functioning. The
need to be competent in social skills increases for children with autism or autistic
characteristics.
A teaching strategy was modelled and taught to increase appropriate verbal and non
verbal responses of the participants through sociodramatic play with the researcher and
trained peers. Hats and toys belonging to various occupations were used as training
material. The two dependent variables measured were the number of appropriate
verbalizations and total length of eye contact time given by each participant within each
2~minute session of role-play activities.
The individual studies in this research were based on a single-subject A-8-C-D-E-A
experimental research design with a follow-up period. A was the baseline, and 8, C, D
and E were the intervention conditions. The participants were three boys aged between 5
to 7 years old who met the DSM-IV diagnostic criteria for autism. Their IQ scores ranged
from 110 to 117 and are considered by child psychologists and therapists to be high
functioning autistic children with deficits in social communication and interaction skills.
Results indicate marked increases in verbalizations and moderate gains in eye contact.
The children's length of verbalizations (number of words spoken), vocabulary (new
words spoken), use of own language, spontaneity of language, ability to pay attention and
interest in imaginative play were also observed to have improved as a result of the
Ill
teaching interventions. Maintenance was evident in the followHup sessions. The learning
behaviour of each participant during the interventions and recommendations for future
interventions and research were discussed.
IV
DECLARATION
I certil)' that this thesis does not, to the best of my knowledge and belief:
(i) incorporate without acknowledgement any material previously submitted for a
degree or diploma in any institution of higher education;
(ii) contain any material previously published or written by another person except
where due reference is made in the text; or
(iii) contain any defamatory material.
Signature
.k~~
Date / 1'1'17
v
ACKNOWLEDGEMENTS
I would like to express my l,'Tatitutude to the many people and institutions who have
helped towards the completion of this thesis.
Professor Peter Cole, my supervisor, for his invaluable advice, support, insight,
constructive criticism and encouragement throughout my study and preparation. I am
fortunate to have worked with him and learn from his vast knowledge and experience.
Dr Amanda Blackmore, my course lecturer, for the informal advice given at the early
stages of the thesis. Her professionalism, understanding and concern towards my
learning experiences are very much appreciated.
Rainbow Centre, Margaret Drive Special School, NTUC Child Care Co-operative Ltd
and Mothergoose Child Development Centre for their support and consent to work with
the participants at their centres.
The children, the peers, and the parents involved in this study. Their willingness to
participate greatly supports my aim to help improve the social skills of autistic children.
Anita Russell, speech therapist, for sharing information on her work with autistic
children and her participation as an independent inter-reliability obse~er. Her tireless
energy has been a source of inspiration for my pursuit towards excellence in teaching.
Faridah Ali Chang and Susanna Tan Po-Ling, child psychologists, for their support
and friendship, the selection of participants and their participation as independent inter
reliability observers for the intervention sessions.
VI
Elizabeth Lim and Kalaychelvi D/0 J., principals, for their assistance in the
allocation of time and facilities at the child care centres and the selection of peers.
Audrey Wong Wai Yen for proofreading my work, Steven Seah Chee Keong for his
assistance on the computer and Alex Loh Tong Yong tbr recording the intervention
sessions on videotapes.
Finally, I would like to thank my parents, my husband Tong Soon and my daughter
Sze Sian for their love and understanding, encouragement and support in helping me
achieve my goal.
VIII
TABLE OF CONTENTS
Abstract II
Declaration IV
Acknowledgements v
Libmry/Archives VII
List of Tables and Figures "
CHAPTER I INTRODUCTION
CHAPTER 2 LITERATURE REVIEW 14
CHAPTER 3 METHODOLOGY 31
CHAPTER 4 STUDY I: Introduction 40
Method 44
Results 52
Discussion 61
CHAPTER 5 STUDY 2: Introduction 69
Method 73
Results 81
Discussion 90
CHAPTER 6 STUDY 3: Introduction 98
Method 102
Results 110
Discussion 121
CHAPTER 7 GENERAL DISCUSSION AND CONCLUSION 126
References 139
Appendices 154