Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders.
Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders.
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DOI：
10.1111/j.1469-7610.2011.02493.x
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发表时间：
2012-04
期刊：
影响因子：
--
通讯作者：
Gulsrud A
中科院分区：
文献类型：
--
作者：
Kasari C;Rotheram-Fuller E;Locke J;Gulsrud A
本研究比较了两种干预措施在普通教育课堂上提高高功能自闭症儿童社交技能的效果。一种干预涉及同伴调解方法（PEER），另一种涉及儿童辅助方法（CHILD）。采用2 × 2因子设计将两种干预措施交叉处理，产生对照、PEER、CHILD以及PEER和CHILD两种情况。来自30所学校56个教室的60名儿童参加了此次活动。干预包括为期6周的12个疗程，以及3个月的随访。结果测量包括自我、同伴和老师对社交技能的报告，以及在干预过程中对孩子们在学校操场上的独立每周观察。接受同伴干预的儿童在社交网络显著性、友谊提名数量、教师在课堂上的社交技能报告以及在操场上的孤立程度等方面都有显著改善。在治疗结束时获得的变化持续到三个月的随访。这些数据表明，在普通教育课堂上，通过短暂的干预，自闭症儿童的同伴社会关系可以得到显著改善，而且这些改善会持续一段时间。
This study compared two interventions for improving the social skills of high functioning children with ASD in general education classrooms. One intervention involved a peer-mediated approach (PEER) and the other involved a child-assisted approach (CHILD). The two interventions were crossed in a 2 × 2 factorial design yielding control, PEER, CHILD, and both PEER and CHILD conditions. Sixty children participated from fifty-six classrooms in thirty schools. Interventions involved twelve sessions over six weeks, with a three-month follow up. Outcome measures included self, peer and teacher reports of social skills and independent weekly observations of children on their school playground over the course of the intervention. Significant improvements were found in social network salience, number of friendship nominations, teacher report of social skills in the classroom, and decreased isolation on the playground for children who received PEER interventions. Changes obtained at the end of the treatment persisted to the three-month follow-up. These data suggest that significant improvements can be made in peer social connections for children with ASD in general education classrooms with a brief intervention, and that these gains persist over time.
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