Promoting social interactions in elementary schools

DOI
  • Matsushita Hiroyuki
    Faculty of Education, Graduate Faculty of Interdisciplinary Research, University of Yamanashi
  • Asakawa Kiyoshi
    Amari Elementary School, Nirasaki City, Yamanashi Prefecture

Bibliographic Information

Other Title
  • 小学校通常学級における社会的相互作用の促進に関する研究
  • Interventions for saying “thank you” in classrooms that include children with autism spectrum disorder
  • 自閉症スペクトラム障害の児童を含めた学級集団に対する「ありがとう」のことばかけへの介入

Description

<p>Research has suggested the need for incorporating effective activities for social skills development in regular classes, including for children without disabilities. In a regular elementary school classrooms, children with autism spectrum disorder （ASD） often have social behavior problems. They need particular support to acquire social skills. Appreciating others is one social skill useful for developing the “sense of fellowship” among children. This study examined the effects of promoting saying “thank you” behaviors on the whole class, including children with ASD, in developing the “sense of fellowship” among all the children. The results indicated that problems in implementing SST and setting opportunities to receive social reinforcement limited the increase in target behavior occurrence frequency. Nevertheless, this study demonstrated the efficacy of using combined use of a token economy method. In particular, the overall target behavior’s occurrence frequency, including those in ASD children, increased when we used reinforcers criteria tailored for an individual child more than when we used a uniform standard for the classroom. Therefore, the procedures used in this study contributed to improving the “sense of fellowship” of children in the classroom. We also identified specific issues, including generalizations and maintenance of improvements in ASD children and the burden of implementing the procedures.</p>

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