Investigation of the effects of peer interaction on language and play development of and individual with autism spectrum disorder

Aiming at acquiring language and play skills for individuals with Autism Spectrum Disorder (ASD), this study uses multiple baseline design from single-subject research models supported by qualitative data. In the study, the data for storytelling, train building and playing, role playing skills were obtained through checklists, observations and interviews, and analyzed graphically and descriptively. Two children, one with high functional ASD and the other with typical development (TD), were included. The study was conducted in a home environment and a total of twenty-one teaching sessions were carried out. From the data obtained in the study process, it was concluded that peer interaction was effective in acquiring the skills of storytelling, train building and playing, role playing, and that these skills were generalized and permanent among different environments, persons and materials. In addition, non-targeted social and communicative gains were obtained in individuals with ASD. The social validity of the peer interaction and the skills studied was expressed by the families, children, teachers and academicians. Based on these data, peer interaction for the education of individuals with ASD is recommended.