Using joint activity schedules to promote peer engagement in preschoolers with autism
Using joint activity schedules to promote peer engagement in preschoolers with autism
复制标题
DOI：
10.1901/jaba.2008.41-237
复制
发表时间：
2008-06-01
影响因子：
2.9
通讯作者：
Reagon, Kara A.
中科院分区：
文献类型：
--
作者：
Betz, Alison;Higbee, Thomas S.;Reagon, Kara A.
我们评估了联合活动计划的使用，以增加患有自闭症的学龄前儿童的同伴参与。我们教导三对患有自闭症的学龄前儿童遵循联合活动时间表，该时间表促使两人一起玩一系列互动游戏。结果表明，联合活动安排增加了同伴的参与度以及所有两人完成的游戏数量。当活动重新排序以及为 3 组中的 2 组引入新游戏时，可以在没有额外提示的情况下维持时间表遵循。
We assessed the use of a joint activity schedule to increase peer engagement for preschoolers with autism. We taught 3 dyads of preschoolers with autism to follow joint activity schedules that cued both members of the pair to play a sequence of interactive games together. Results indicated that joint activity schedules increased peer engagement and the number of games completed for all dyads. Schedule following was maintained without additional prompting when activities were resequenced and when new games were introduced for 2 of the 3 dyads.