Social communication effects of peer-mediated recess intervention for children with autism / Brandon MCFADDEN in Research in Autism Spectrum Disorders, 8-12 (December 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1699-1712 Titre : Social communication effects of peer-mediated recess intervention for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Brandon MCFADDEN, Auteur ; Debra M. KAMPS, Auteur ; Linda HEITZMAN-POWELL, Auteur Article en page(s) : p.1699-1712 Langues : Anglais (eng) Mots-clés : Autism  Peer training  Social communication skills  Recess Index. décimale : PER Périodiques Résumé : Abstract Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Social communication effects of peer-mediated recess intervention for children with autism [Texte imprimé et/ou numérique] / Brandon MCFADDEN, Auteur ; Debra M. KAMPS, Auteur ; Linda HEITZMAN-POWELL, Auteur . - p.1699-1712. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1699-1712 Mots-clés : Autism  Peer training  Social communication skills  Recess Index. décimale : PER Périodiques Résumé : Abstract Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

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