The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings
The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings
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DOI：
10.1016/j.rasd.2012.02.003
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发表时间：
2012-07-01
影响因子：
2.5
通讯作者：
Pan, Chien-Yu
中科院分区：
文献类型：
--
作者：
Chu, Chia-Hua;Pan, Chien-Yu
本研究旨在评估同伴和兄弟姐妹辅助学习对自闭症谱系障碍（ASD）儿童互动行为和水上技能的影响。结果的措施，也检查了他们的典型发展（TD）的同龄人/兄弟姐妹。21名ASD儿童和21名TD儿童被分为三组：同伴辅助组（PG）、同胞辅助组（SG）和对照组（CG）。所有参加了为期16周的水生环境下的三个教学条件（教师指导，同行/兄弟姐妹协助，自愿支持）。主要发现是：（a）与CG相比，在同伴/兄弟姐妹辅助条件下，ASD儿童的PG和SG在与TD同伴/兄弟姐妹的身体和社交互动方面表现出显着更多的改善（P < 0.01），（B）ASD儿童的PG和SG在与TD同龄人/兄弟姐妹的身体互动方面表现出明显的改善（p < 0.01）以及与他们的老师和其他ASD儿童的社会互动（p < 0.01），以及（c）所有ASD儿童和他们的TD同龄人/兄弟姐妹在计划后显著提高了他们的水上技能。对于ASD儿童以及TD同伴/兄弟姐妹的益处使得TD同伴/兄弟姐妹辅助学习的使用成为更理想的教学策略。(C)2012爱思唯尔有限公司保留所有权利。
The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. (C) 2012 Elsevier Ltd. All rights reserved.