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The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms / Karen H. DOUGLAS in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)
[article]
Titre : The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Karen H. DOUGLAS, Auteur Article en page(s) : p.223-233 Langues : Anglais (eng) Mots-clés : paraprofessional peer training social communication inclusion high school Index. décimale : PER Périodiques Résumé : Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students' appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research. En ligne : https://dx.doi.org/10.1177/10883576221137906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515
in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.223-233[article] The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms [Texte imprimé et/ou numérique] / Karen H. DOUGLAS, Auteur . - p.223-233.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.223-233
Mots-clés : paraprofessional peer training social communication inclusion high school Index. décimale : PER Périodiques Résumé : Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students' appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research. En ligne : https://dx.doi.org/10.1177/10883576221137906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 Social communication effects of peer-mediated recess intervention for children with autism / Brandon MCFADDEN in Research in Autism Spectrum Disorders, 8-12 (December 2014)
[article]
Titre : Social communication effects of peer-mediated recess intervention for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Brandon MCFADDEN, Auteur ; Debra M. KAMPS, Auteur ; Linda HEITZMAN-POWELL, Auteur Article en page(s) : p.1699-1712 Langues : Anglais (eng) Mots-clés : Autism Peer training Social communication skills Recess Index. décimale : PER Périodiques Résumé : Abstract Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1699-1712[article] Social communication effects of peer-mediated recess intervention for children with autism [Texte imprimé et/ou numérique] / Brandon MCFADDEN, Auteur ; Debra M. KAMPS, Auteur ; Linda HEITZMAN-POWELL, Auteur . - p.1699-1712.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1699-1712
Mots-clés : Autism Peer training Social communication skills Recess Index. décimale : PER Périodiques Résumé : Abstract Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders / Debra M. KAMPS in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)
[article]
Titre : The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Debra M. KAMPS, Auteur ; Rose MASON, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Sarah FELDMILLER, Auteur ; Amy TURCOTTE, Auteur ; Todd MILLER, Auteur Article en page(s) : p.230-245 Langues : Anglais (eng) Mots-clés : autism spectrum disorders communication peer training Index. décimale : PER Périodiques Résumé : Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students’ use of communication acts with peers during free play following instruction. Peer Network groups occurred over a 3-month period for 30 min 3 times per week. Visual inspection of trends and TauU effect size calculations showed significant changes in total communication acts for all four participants during peer network sessions and increased initiations for three of the four participants. Generalization probes during classroom centers indicated increased communications following interventions for three of the four participants. En ligne : http://dx.doi.org/10.1177/1088357614539832 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244
in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.230-245[article] The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Debra M. KAMPS, Auteur ; Rose MASON, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Sarah FELDMILLER, Auteur ; Amy TURCOTTE, Auteur ; Todd MILLER, Auteur . - p.230-245.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.230-245
Mots-clés : autism spectrum disorders communication peer training Index. décimale : PER Périodiques Résumé : Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students’ use of communication acts with peers during free play following instruction. Peer Network groups occurred over a 3-month period for 30 min 3 times per week. Visual inspection of trends and TauU effect size calculations showed significant changes in total communication acts for all four participants during peer network sessions and increased initiations for three of the four participants. Generalization probes during classroom centers indicated increased communications following interventions for three of the four participants. En ligne : http://dx.doi.org/10.1177/1088357614539832 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244