Peer-relationship-oriented intervention for children with autism spectrum disorder

我们开发了一项干预计划，以促进患有自闭症谱系障碍（ASD）的学龄儿童的同伴关系，并检查其效果。这个项目的特点是由一对自闭症儿童组成的“伙伴系统”。干预包括与朋友的活动。我们通过问卷调查和观察游戏情境中的社会互动来衡量社会沟通行为和心理健康的改善。干预后，干预组亲社会行为有显著改善，而对照组无显著改善；干预组社会交往频率显著增加，而对照组无显著改善。这些结果表明，在一定时间内与特定的同伴进行活动可能会促进ASD儿童的社会互动和移情和支持行为。

We developed an intervention program to enable peer relationships in school-aged children with autism spectrum disorder (ASD) and examined its effects. This program was characterized by a 'buddy system' comprising pairs of children with ASD. The intervention included activities with one's buddy. We measured improvement in social communication behaviors and mental health using questionnaires and observed social interactions in play situations. After the intervention, a significant improvement was observed in prosocial behavior in the intervention group but not in the control group, and the social interaction frequency significantly increased in the intervention group, which did not occur in the control group. These results suggest that engaging in activities with a particular peer for a certain time may facilitate social interactions and empathic and supportive behavior in ASD children.