Defense Date

11-5-2024

Graduation Date

Fall 12-20-2024

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

Counseling, Psychology, & Special Education

School

School of Education

Committee Chair

Dr. Bridget Green

Committee Member

Dr. Reva Mathieu-Sher

Committee Member

Dr. Elizabeth McCallum

Keywords

Peer-mediated intervention, children with autism, social skills, evidence-based Interventions, Saudi Arabia

Abstract

In Saudi Arabia, autism spectrum disorder (ASD) is on the rise, and the government is committed to improving nationwide special education services through legislative measures aimed at enhancing the flexibility of inclusion for students with ASD within school settings. However, students with ASD often encounter social challenges, especially in their interactions with peers. This increasing trend underscores the importance of implementing effective strategies to foster the social skills of these students. Evidence-based practice (EBP) is one approach that can assist in delivering services to students with ASD, proving essential for their social development. Nonetheless, limited research has been conducted on the effectiveness of evidence-based practices (EBPs), particularly in improving the social interaction of children with ASD in Saudi Arabia. Peer-Mediated Instruction and Intervention (PMII) has been shown to be effective in facilitating learning and improving social and academic skills in children diagnosed with ASD (Aldabas, 2020). However, PMII has yet to be implemented to enhance social skills in Saudi Arabia. This study focuses on applying PMII to enhance social interaction during turn-taking among students with ASD in Saudi Arabia. The goal is to examine and evaluate the use of PMII in improving social interaction skills, specifically turn-taking, in inclusive settings among early elementary-level Saudi students with ASD. In this research, three elementary students diagnosed with ASD participated, along with three typically developing peers. The study employed a single-subject research design, specifically using multiple baselines across participants, to determine the effect of PMII on social interaction during turn-taking. The results of this study showed a positive improvement in social skills by increasing appropriate social interactions during turn-taking. The intervention's impact was maintained over time, even after the intervention was removed.

Language

English

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Available for download on Friday, January 31, 2025

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