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Title: A study into the impact of the Adult Interactive Style Intervention (AISI) on the spontaneous communication of a group of children with autism in a Saudi Arabian context
Author: Basulayyim, Abdullah M.
ISNI:       0000 0004 6346 9674
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2017
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This study evaluates the effectiveness of the Adult Interactive Style Intervention (AISI) for facilitating spontaneous communication by five children aged 5 to 7 with an autism spectrum diagnosis, in an autism-specialist school in Saudi Arabia. The study drew upon the transactional model of child development (Wetherby and Prizant, 2000) and the social model of disability (Rieser and Mason, 1990; Tregaskis, 2002), as well as the concept of intersubjectivity theory. During a six-month action research process, the researcher and staff designed, implemented and measured the results of the AISI intervention on the children’s frequency of initiating spontaneous communication and the functions and methods of their spontaneous communication bids. The staff’s ability to change their interactive communication style was also investigated. Discussions between participants (staff) and the researcher began the study, and existing educational practice was videotaped and coded for pre-intervention use of AISI principles and children’s attempts at spontaneous communication. This was followed by an intervention during which staff were trained to use AISI principles. Post-training educational practice was videotaped and coded for use of AISI principles and children’s attempts at spontaneous communication during three school activities (1:1 work, breakfast and unstructured free play). Post-intervention, staff were again interviewed about their experiences. The research produced both qualitative and quantitative data, and resulted in a case study. Interview results were thematically analysed; quantitative data was analysed for significant change as indicated by Cohen’s d effect size. Staff increased their use of AISI principles after the training intervention, and these changes significantly impacted children’s spontaneous communication. This research indicates that AISI can be effective with older children from a non-English-speaking background.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: DS Asia ; LB1501 Primary Education