Improving Peer Engagement of Children With Autism on the School Playground: A Randomized Controlled Trial
Improving Peer Engagement of Children With Autism on the School Playground: A Randomized Controlled Trial
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DOI：
10.1016/j.beth.2014.03.006
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发表时间：
2015-01-01
期刊：
影响因子：
3.7
通讯作者：
Kasari, Connie
中科院分区：
文献类型：
--
作者：
Kretzmann, Mark;Shih, Wendy;Kasari, Connie
本研究旨在测试社会心理干预“重新休息”对自闭症谱系障碍 (ASD) 儿童同伴参与的影响。采用随机、等候名单控制的设计，在四所小学的课间休息期间实施了干预措施。立即治疗 (IT) 组由 13 名患有自闭症谱系障碍 (ASD) 的小学生（2 名女性）组成，等待名单 (WL) 组由 11 名患有自闭症谱系障碍 (ASD) 的小学生（4 名女性）组成。所有患有自闭症谱系障碍的儿童都完全纳入普通教育计划。分析显示，IT 团队与同事交流的时间显着增加，并且在后续行动中保持不变。与 WL 站点的操场工作人员相比，IT 组的学校操场工作人员表现出更多旨在提高自闭症儿童同伴参与度的行为。这些改进并没有维持到后续。这些结果表明，低剂量、简短的干预可能有助于增加包容性环境中自闭症儿童的同伴参与，但可能需要游乐场工作人员的持续支持。
This study aimed to test the effects of a psychosocial intervention, Remaking Recess, on peer engagement for children with autism spectrum disorder (ASD). Using a randomized, wait-list-controlled design, the intervention was implemented during recess at four elementary schools. The immediate treatment (IT) group consisted of 13 (2 female) elementary school students with ASD and the wait-list (WL) group contained 11 (4 female) students with ASD. All of the children with ASD were fully included in the general education program. Analyses revealed that time spent engaged with peers was significantly increased for the IT group and maintained over the follow-up. School playground staff in the IT group showed increased behaviors aimed at improving peer engagement for children with ASD compared to playground staff at the WL sites. These improvements did not maintain to follow-up. These results suggest that a low dose, brief intervention can be beneficial in increasing peer engagement for children with autism in inclusive settings, but continued support of playground staff is likely needed.