[article]
| Titre : |
Effectiveness of a Peer-Mediated Intervention During iPad-Based Academic Tasks on Social Behaviors of Four Students with Autism Spectrum Disorder |
| Type de document : |
texte imprimé |
| Auteurs : |
Gaëtan BRIET, Auteur ; Gaïd LE MANER-IDRISSI, Auteur ; Tanguy SEVENO, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur |
| Article en page(s) : |
p.4629-4644 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The present study aimed to examine the effectiveness of a peer-mediated pivotal response treatment implemented during iPad-based academic tasks on the social behaviors of children with autism spectrum disorder (ASD) and typically developing (TD) peers. Four children with ASD and four TD children attending mainstream school settings participated. A multiple baseline design across dyads was used to measure the effects of the intervention on the social behaviors of participants. After the intervention, all children increased their rates of social responses, one child with ASD increased his rate of social initiations and three TD children increased their rates of social initiations. Additionally, inappropriate social behaviors decreased for three children with ASD. The improvements were maintained for all participants. These findings suggest that a PMI-PRT implemented during iPad-based academic tasks may be a viable option for targeting the inclusive education of students with ASD, especially for promoting positive social relationships with peers. |
| En ligne : |
https://doi.org/10.1007/s10803-025-06920-x |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 |
in Journal of Autism and Developmental Disorders > 56-12 (December 2026) . - p.4629-4644
[article] Effectiveness of a Peer-Mediated Intervention During iPad-Based Academic Tasks on Social Behaviors of Four Students with Autism Spectrum Disorder [texte imprimé] / Gaëtan BRIET, Auteur ; Gaïd LE MANER-IDRISSI, Auteur ; Tanguy SEVENO, Auteur ; Sandrine LE SOURN-BISSAOUI, Auteur . - p.4629-4644. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 56-12 (December 2026) . - p.4629-4644
| Index. décimale : |
PER Périodiques |
| Résumé : |
The present study aimed to examine the effectiveness of a peer-mediated pivotal response treatment implemented during iPad-based academic tasks on the social behaviors of children with autism spectrum disorder (ASD) and typically developing (TD) peers. Four children with ASD and four TD children attending mainstream school settings participated. A multiple baseline design across dyads was used to measure the effects of the intervention on the social behaviors of participants. After the intervention, all children increased their rates of social responses, one child with ASD increased his rate of social initiations and three TD children increased their rates of social initiations. Additionally, inappropriate social behaviors decreased for three children with ASD. The improvements were maintained for all participants. These findings suggest that a PMI-PRT implemented during iPad-based academic tasks may be a viable option for targeting the inclusive education of students with ASD, especially for promoting positive social relationships with peers. |
| En ligne : |
https://doi.org/10.1007/s10803-025-06920-x |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 |
|  |
Effectiveness of a Peer-Mediated Intervention During iPad-Based Academic Tasks on Social Behaviors of Four Students with Autism Spectrum Disorder in Journal of Autism and Developmental Disorders, 56-12 (December 2026)
