[article]
| Titre : |
The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Chia-Hua CHU, Auteur ; Chien-Yu PAN, Auteur |
| Année de publication : |
2012 |
| Article en page(s) : |
p.1211-1223 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Peer Sibling Interaction behaviors Aquatic skills Autism |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. |
| En ligne : |
http://dx.doi.org/10.1016/j.rasd.2012.02.003 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 |
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223
[article] The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings [Texte imprimé et/ou numérique] / Chia-Hua CHU, Auteur ; Chien-Yu PAN, Auteur . - 2012 . - p.1211-1223. Langues : Anglais ( eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223
| Mots-clés : |
Peer Sibling Interaction behaviors Aquatic skills Autism |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. |
| En ligne : |
http://dx.doi.org/10.1016/j.rasd.2012.02.003 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 |
|  |
The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
