Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training / Matthew E. BROCK in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

Public ISBD [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

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