Recess is time-in: Using peers to improve social skills of children with autism
Recess is time-in: Using peers to improve social skills of children with autism
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DOI：
10.1007/s10803-007-0449-2
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发表时间：
2008-05-01
影响因子：
3.9
通讯作者：
Frea, William D.
中科院分区：
文献类型：
--
作者：
Harper, Christena Blauvelt;Symon, Jennifer B. G.;Frea, William D.
自闭症儿童在试图与正常发育的同龄人互动时面临着巨大的困难。更多的儿童在综合环境中接受教育;然而，游戏技能通常需要明确教授，游戏环境必须精心准备，以支持有效的社会互动。本研究采用同伴为中介的同伴反应训练的激励技术，以改善自闭症儿童在课间活动中的社会互动。一个多基线设计跨学科被用来评估两个小学生的社会技能的收益。结果表明，重要的社会技能，即社会启动和轮流休息期间增加。
Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the motivational techniques of Pivotal Response Training through peer-mediated practice to improve social interactions for children with autism during recess activities. A multiple baseline design across subjects was used to assess social skills gains in two elementary school children. The results demonstrated an increase in important social skills, namely social initiations and turn taking, during recess.