Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders / Rose MASON in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-3 (March 2014) . - p.334-344 Titre : Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rose MASON, Auteur ; Debra M. KAMPS, Auteur ; Amy TURCOTTE, Auteur ; Suzanne COX, Auteur ; Sarah FELDMILLER, Auteur ; Todd MILLER, Auteur Article en page(s) : p.334-344 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Elementary school  Recess  Social skills  Communication  Peer mediation Index. décimale : PER Périodiques Résumé : Abstract Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Rose MASON, Auteur ; Debra M. KAMPS, Auteur ; Amy TURCOTTE, Auteur ; Suzanne COX, Auteur ; Sarah FELDMILLER, Auteur ; Todd MILLER, Auteur . - p.334-344. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.334-344 Mots-clés : Autism spectrum disorders  Elementary school  Recess  Social skills  Communication  Peer mediation Index. décimale : PER Périodiques Résumé : Abstract Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders / Debra M. KAMPS in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

Public ISBD [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 et/ou numérique 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 et/ou numérique] / 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

---

1 (1 - 2 / 2)