Children with autism spectrum disorder (ASD) experience challenges with social skills when interacting with peers, which can affect their ability to form friendships and participate in inclusive settings. This study evaluated text messaging prompts and prompt fading delivered by a smart watch to increase social initiations of three adolescent students with ASD and their peers without ASD. We used a single‐case, multiple probe across participants design to assess participants' level of and type of independent and prompted appropriate social initiations without and with the intervention. Textual prompts substantially increased each participant's social initiations compared to baseline. Two participants remained reliant on textual prompts to make initiations, whereas the third was less reliant on prompts and continued to make independent initiations after prompts were completely faded. Participants' social skills gains maintained up to 3 weeks following intervention and participants and parents reported agreement with the goals, procedures, and outcomes of the strategy.

中文翻译：

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智能手表发送短信对自闭症谱系障碍青少年社交启动的影响

患有自闭症谱系障碍 (ASD) 的儿童在与同龄人互动时会遇到社交技能方面的挑战，这可能会影响他们建立友谊和参与包容性环境的能力。这项研究评估了智能手表发送的短信提示和提示淡出，以增加三名患有自闭症谱系障碍的青少年学生和没有自闭症谱系障碍的同龄人的社交活动。我们在参与者设计中使用了单案例、多重调查来评估参与者的独立水平和类型，并在没有干预和有干预的情况下促进适当的社交活动。与基线相比，文本提示大大增加了每个参与者的社交主动性。两名参与者仍然依赖文字提示进行启动，而第三名参与者则不太依赖提示，并在提示完全消失后继续进行独立的启动。干预后，参与者的社交技能增益保持长达 3 周，并且参与者和家长表示同意该策略的目标、程序和结果。