Effectiveness of Siblings-Delivered iPad Game Activities in Teaching Social Interaction Skills to Children with Autism Spectrum Disorders

Abstract

In this study, the effectiveness of a sibling training package offered for teaching social interaction skills that are used by typically developing children while playing iPad game activities with their siblings who have autism spectrum disorders (ASD) is investigated. Three children with ASD and their typically developing siblings participated in the study. Multiple probe design across participants was used in the study. Multiple probe design across participants is a model in which the effectiveness of an independent variable is examined on three different participants. Generalization sessions were conducted in the Unit for Children with Developmental Disabilities at the Research Institute for Individuals with Disabilities, Anadolu University. During these sessions, typically developing siblings implemented the same process with different children with ASD in the unit. Maintenance probe sessions were conducted in the first and second week after the intervention. Data revealed that they were able to learn how to use the social interaction skills necessary for the iPad game activities. All mothers reported their satisfaction about involving their typically developing children in the sibling training program as well as their children's performances during the study.