[article] 
inJournal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2224-2230

Titre :	Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Matthew E. BROCK, Auteur ; S. A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur
Article en page(s) :	p.2224-2230
Langues :	Anglais (eng)
Mots-clés :	Autism  Inclusion  Peer interactions  Peer play  Peer-mediated intervention  Pivotal response training
Index. décimale :	PER Périodiques
Résumé :	Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess.
En ligne :	http://dx.doi.org/10.1007/s10803-017-3435-3
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362

[article] Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; S. A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur . - p.2224-2230.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2224-2230

Mots-clés :	Autism  Inclusion  Peer interactions  Peer play  Peer-mediated intervention  Pivotal response training
Index. décimale :	PER Périodiques
Résumé :	Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess.
En ligne :	http://dx.doi.org/10.1007/s10803-017-3435-3
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362