[article] 
inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.230-245

Titre :	The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders
Type de document :	texte imprimé
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

[article] The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders [texte imprimé] / 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