Social inclusion for students with ASD 25peer during the social interaction. That is, they are often able to explain the game
directions to their peers, and demonstrate competence in the activity that was
primed.
While priming does not focus on teaching specific behaviors (initiations, com-
pliments, responsiveness), it focuses on teaching the reinforcing aspect of the social
game, and results in child competence with the activity. The reason social priming
is an ideal procedure and different from other approaches is that it functions as an
antecedent intervention and does not require the vigilance and intervention from
a treatment provider in the child’s natural setting with peers. This may be helpful
in reducing any stigmatization that may occur when instruction and feedback is
provided when peers are present.
In regard to overall social needs, priming is just one technique that should be
used in combination with other interventions for a comprehensive program tar-
geting a child with Autism’s social challenges. To date, most priming studies have
focused on verbal children with Autism. However, for this population it is a simple
technique that can be implemented immediately, with very rapid improvements,
often the first day after priming is implemented.
Cooperative arrangements. Another effective strategy to successfully promote
social interactions between students with ASD and typically developing peers is to
provide cooperative arrangements. Kim and Koegel (2012) suggest that providing
a context that promotes cooperative arrangements is crucial to the success of these
social games and activities. Cooperative arrangements are scenarios in which mate-
rials are arranged so that students with ASD and their typically developing peers
have to rely on each other in order to complete the task/activity (Jull and Mirenda,
2011; Koegel, Werner, Vismara and Koegel, 2005). By setting up and maintaining
cooperative arrangements, students with ASD are provided with a natural context
in which they may appropriately interact with their typically developing peers
(Koegel and Koegel, 2006).
Research has also shown that setting up cooperative arrangements can lead to
more frequent social interactions between students with ASD and typically devel-
oping peers. For example, Dugan, Kamps, Leonard, Watkins, Rheinberger, and
Stackhaus (1995) set up cooperative arrangements in an inclusive classroom set-
ting where individuals contributed their specific strengths during group interac-
tions. As a result of setting up cooperative arrangements, academic achievement
as well as social interactions between students with ASD and typically developing
peers improved. In addition, teachers and paraeducators, responsible for setting up
and maintaining cooperative arrangements, reported that it was simple and easy to
implement.
Research has also shown the positive benefits of cooperative arrangements
during play activities (e.g., non-academic periods). For example, Koegel, Werner,
Vismara, and Koegel (2005) assessed whether setting up cooperative arrangements
with mutually reinforcing activities during play dates would improve social inter-
actions between children with ASD and typically developing peers. The research-
ers found that when cooperative arrangements were in place, reciprocal social