The problem addressed in this study
The authors discussed the issue of interaction among children who have autism since such children exhibit both social and antisocial characteristics. Childhood practitioners regularly encounter the problem as they try helping children with autism to interact with other healthy children. They established the solution to address the issue as frequent participation and interaction among children with autism and those without. This is a significant problem to be discussed since it affects children that have autism.
Clarity of description of the participants and setting for this study
The researchers have well-described all participants in the study as three male students with autism, two disabled students, and 11 non-handicapped students that do not have autism. The setting of the research has also been established as the school setting, where students used to interact regularly. As a reader, I would prefer the researchers describing and giving more details on the context of the school environment.
Clarity of description of the methods for monitoring and recording the dependent variable
The researchers clearly described the methods that were used to collect the variables of the study. Observations were conducted through group sessions where the frequency of engagement, time in meetings, and duration was recorded. Data was collected using the social interaction code, a computerized recording system that interacts with the participants through initiations, responses, and duration. A 21-item social skill rating scale was used to collect data on the occurrence of particular social behavior. A 3-point Likert scale was used in the questionnaire. Despite the effectiveness of the recording procedures, their reliability has not been highlighted by the researchers. Also, the use of the social interaction code is questionable for early childhood practitioners since it involves the use of a laptop. Yet, the population was too young to use the technique. If participants are to do it by themselves, there is a need for an observer to do the recording.
Detailing of experimental conditions and procedures
The researchers described the experimental conditions and procedures in detail since they described the baseline across subjects that were significant in establishing the effectiveness of social training skills. The methods effectively described were social skills training, follow up, and feedback procedures. The primary phase of the intervention matches my beliefs of best practice since it involves humble interaction with children while ensuring that they achieve the maximum. Best practice involves increased interaction, which is provided by these procedures. Given these procedures, they are feasible for early childhood practitioners because they are not difficult to implement and can be implemented in any setting. However, there is a need for increased duration of interaction and the frequency so that the best outcome can be achieved.
The intervention procedure and a change in the participant’s behavior
The frequency of learning and time engaged in activities increased together with the duration in which children interacted in social groups, thereby causing a change in the behavior of participants who improved their social interaction. The level of initiations and responses by targets increased, thus indicting the positive outcomes of the study. From the findings of the study, I am satisfied that the findings are significant to autism students since they enhance their social interaction as well as learning through improved motor skills. The only concern is that the sample used in the study was too small to allow generalization.
Things learned from the study
This study leaves us with some lessons. First, it is clear that social skills training in a class-wide curriculum area is significant and should be encouraged among all students rather than limiting it to disabled students. Second, focusing on fewer behaviors that offer more opportunities for practice was more beneficial as compared to structural learning that focused on many behaviors. Lastly, the study failed to establish the quality of the interactions, generalization of skills, and longitudinal effects of social skills programs in schools. Future studies should exploit these fields.