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A systematic review of peer-mediated interventions for children with autism spectrum disorder / Ya-Chih CHANG in Research in Autism Spectrum Disorders, 27 (July 2016)
[article]
Titre : A systematic review of peer-mediated interventions for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.1-10 Langues : Anglais (eng) Mots-clés : Peer-mediated interventions Systematic review Autism spectrum disorder Index. décimale : PER Périodiques Résumé : AbstractBackground Peer mediated intervention (PMI) is a promising practice used to increase social skills in children with autism spectrum disorder (ASD). PMIs engage typically developing peers as social models to improve social initiations, responses, and interactions. Method The current study is a systematic review examining PMIs for children and adolescents with ASD conducted using group designs. Five studies met the pre-specified review inclusion criteria: four randomized controlled trials and one pre- and post-test design. Results Four of the studies were conducted in school settings, whereas one study was conducted in a camp setting. The studies all reported that participants improved in social skills (e.g., social initiations, social responses, social communication) post intervention. Additionally, sustainment, generalization, and fidelity of implementation were examined. Conclusion PMI is a promising approach to address social skills in children with ASD, and this approach can be conducted in meaningful real-word contexts, such as schools. Limitations of the studies as well as future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.1-10[article] A systematic review of peer-mediated interventions for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Jill LOCKE, Auteur . - p.1-10.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.1-10
Mots-clés : Peer-mediated interventions Systematic review Autism spectrum disorder Index. décimale : PER Périodiques Résumé : AbstractBackground Peer mediated intervention (PMI) is a promising practice used to increase social skills in children with autism spectrum disorder (ASD). PMIs engage typically developing peers as social models to improve social initiations, responses, and interactions. Method The current study is a systematic review examining PMIs for children and adolescents with ASD conducted using group designs. Five studies met the pre-specified review inclusion criteria: four randomized controlled trials and one pre- and post-test design. Results Four of the studies were conducted in school settings, whereas one study was conducted in a camp setting. The studies all reported that participants improved in social skills (e.g., social initiations, social responses, social communication) post intervention. Additionally, sustainment, generalization, and fidelity of implementation were examined. Conclusion PMI is a promising approach to address social skills in children with ASD, and this approach can be conducted in meaningful real-word contexts, such as schools. Limitations of the studies as well as future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices / Kristen BOTTEMA-BEUTEL in Autism, 20-2 (February 2016)
[article]
Titre : Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Teagan S MULLINS, Auteur ; Michelle N HARVEY, Auteur ; Jenny R GUSTAFSON, Auteur ; Erik W. CARTER, Auteur Article en page(s) : p.196-206 Langues : Anglais (eng) Mots-clés : autism spectrum disorder high schools peer-mediated interventions social validation Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention programs designed to improve their social experiences. However, there is little research discerning how these youth view intervention practices currently represented in the literature, information which could improve the social validity of intervention programming. In this mixed-methods study, we interviewed 33 youth with autism spectrum disorder about seven social-focused, peer-mediated intervention components. We asked participants to rate the favorability of each component to determine their degree of liking. Subsequently, we asked participants to give a rationale for their rating, in order to explore influencing factors. Chi-square tests indicated that high ratings were most prevalent for recruiting peers and family involvement and medium ratings were most prevalent for meeting with peers. Analyses of variance also indicated that preferences in the specific format intervention components were delivered. Several themes emerged from our qualitative analysis of open-ended responses, including the ramifications of adults in adolescent social life, the advantages of learning through shared activities with peers, and the effects of disclosing disability status. Our findings will offer guidance for researchers and practitioners interested in individualizing interventions to reflect student preferences. Furthermore, we document areas of concern for youth with autism spectrum disorder as they access school-based interventions. En ligne : http://dx.doi.org/10.1177/1362361315574888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism > 20-2 (February 2016) . - p.196-206[article] Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Teagan S MULLINS, Auteur ; Michelle N HARVEY, Auteur ; Jenny R GUSTAFSON, Auteur ; Erik W. CARTER, Auteur . - p.196-206.
Langues : Anglais (eng)
in Autism > 20-2 (February 2016) . - p.196-206
Mots-clés : autism spectrum disorder high schools peer-mediated interventions social validation Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention programs designed to improve their social experiences. However, there is little research discerning how these youth view intervention practices currently represented in the literature, information which could improve the social validity of intervention programming. In this mixed-methods study, we interviewed 33 youth with autism spectrum disorder about seven social-focused, peer-mediated intervention components. We asked participants to rate the favorability of each component to determine their degree of liking. Subsequently, we asked participants to give a rationale for their rating, in order to explore influencing factors. Chi-square tests indicated that high ratings were most prevalent for recruiting peers and family involvement and medium ratings were most prevalent for meeting with peers. Analyses of variance also indicated that preferences in the specific format intervention components were delivered. Several themes emerged from our qualitative analysis of open-ended responses, including the ramifications of adults in adolescent social life, the advantages of learning through shared activities with peers, and the effects of disclosing disability status. Our findings will offer guidance for researchers and practitioners interested in individualizing interventions to reflect student preferences. Furthermore, we document areas of concern for youth with autism spectrum disorder as they access school-based interventions. En ligne : http://dx.doi.org/10.1177/1362361315574888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278