[article] 
inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.619-625

Titre :	Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Devender R. BANDA, Auteur ; Stephanie L. HART, Auteur ; Lan LIU-GITZ, Auteur
Année de publication :	2010
Article en page(s) :	p.619-625
Langues :	Anglais (eng)
Mots-clés :	Autism Direct-instruction Peer-training Pervasive-Developmental-Disorder-Not-Otherwise-Specified-(PDD-NOS) Social-skills
Index. décimale :	PER Périodiques
Résumé :	This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with autism spectrum disorders in inclusion settings. The participants and their non-disabled peers were trained to initiate and respond to each other during center time, academic activities. We used a multiple-baseline design across participants to determine the effects of the intervention. Increased initiations and responses in all participants were noted. Implications for practice and research are discussed.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2009.12.005
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

[article] Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms [Texte imprimé et/ou numérique] / Devender R. BANDA, Auteur ; Stephanie L. HART, Auteur ; Lan LIU-GITZ, Auteur . - 2010 . - p.619-625.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.619-625

Mots-clés :	Autism Direct-instruction Peer-training Pervasive-Developmental-Disorder-Not-Otherwise-Specified-(PDD-NOS) Social-skills
Index. décimale :	PER Périodiques
Résumé :	This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with autism spectrum disorders in inclusion settings. The participants and their non-disabled peers were trained to initiate and respond to each other during center time, academic activities. We used a multiple-baseline design across participants to determine the effects of the intervention. Increased initiations and responses in all participants were noted. Implications for practice and research are discussed.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2009.12.005
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102