Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms / Devender R. BANDA in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [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

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