Component Analysis of a Peer Training Program for Teaching Social Responsiveness to Neurotypical Preschoolers

Successful social inclusion of children with autism in mainstream preschool settings requires ongoing social interactions with neurotypical (NT) peers. To meet the social needs of children with autism in these settings, NT peer training is needed. We evaluated the effects of video modeling, self-management, and reinforcement on social responses of NT preschool peers. Reinforcement appeared to be a critical component of NT peer training to teach responding to social interactions.