[article]
| Titre : |
Peer-mediated discrete trial training within a school setting |
| Type de document : |
texte imprimé |
| Auteurs : |
Keith C. RADLEY, Auteur ; Evan H. DART, Auteur ; Christopher M. FURLOW, Auteur ; Emily J. NESS, Auteur |
| Année de publication : |
2015 |
| Article en page(s) : |
p.53-67 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Discrete trial training Peer-mediated intervention Academic intervention |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Abstract The present study evaluated the feasibility and effects of a peer-mediated, school-based, discrete trial training (DTT) protocol for students with autism spectrum disorder (ASD). Six typically developing elementary-age peers were trained to implement a basic DTT protocol. A multiple baseline across student interventionists design was utilized to evaluate the integrity with which trained peers implemented the DTT protocol and the efficacy of the student interventionists in training target academic behaviors. Results indicate that student interventionists acquired skills to implement the DTT protocol with high levels of integrity. Additionally, it was observed that participation in peer-mediated DTT resulted in mastery of target academic skills by participants with ASD. Measures of acceptability indicated high levels of student interventionist satisfaction with intervention procedures. |
| En ligne : |
http://dx.doi.org/10.1016/j.rasd.2014.10.001 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 |
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.53-67
|  |
Peer-mediated discrete trial training within a school setting in Research in Autism Spectrum Disorders, 9 (January 2015)
