Children with autism spectrum disorder (ASD) have been shown to exhibit fewer instances of social referencing compared to their typically developing peers. The current study evaluated the effectiveness of multiple-exemplar training, prompting, and social reinforcement to teach social referencing. We used a single-blind randomized control trial with a multiple-baseline design nested within the experimental group to evaluate treatment effects. Twenty-five children with ASD participated. Participants in the treatment group showed significantly higher social referencing scores. However, there were no statistically significant differences between the groups in the posttraining initiating and responding to joint attention scores. The clinical implications of our findings are discussed.

中文翻译：

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自闭症谱系障碍儿童的社会参照训练：一项随机对照研究

与正常发育的同龄人相比，患有自闭症谱系障碍 (ASD) 的儿童表现出较少的社会参照实例。目前的研究评估了多样本培训、提示和社会强化在教授社会参照方面的有效性。我们使用嵌套在实验组内的多基线设计的单盲随机对照试验来评估治疗效果。25 名患有 ASD 的儿童参加。治疗组的参与者表现出显着更高的社会参考分数。然而，在训练后启动和响应联合注意力得分方面，各组之间没有统计学上的显着差异。讨论了我们研究结果的临床意义。