Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes / Nirit BAUMINGER-ZVIELY in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.844-863 Titre : Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Dganit EYTAN, Auteur ; Sagit HOSHMAND, Auteur ; Ofira RAJWAN BEN-SHLOMO, Auteur Article en page(s) : p.844-863 Langues : Anglais (eng) Mots-clés : High-functioning children with autism spectrum disorders (HFASD)  Peer interaction  Peer talk and conversation  Social intervention  Social play Index. décimale : PER Périodiques Résumé : This RCT study examined efficacy of a preschool peer social intervention (PPSI) in facilitating social engagement of preschoolers with high-functioning ASD (HFASD; N = 65). HFASD participants were randomly assigned by preschool to a 6-month intervention (play, interaction, or conversation) or a waitlisted-treatment-as-usual control group. Trained on-site therapists led the PPSI in preschools, in small (n = 3-4) mixed (HFASD/typical) groups. Results showed that all intervention groups improved over time, each mainly in its own targeted peer-engagement domain, but the control group even deteriorated on some measures. Intervention groups also showed generalization to untrained domains (adaptive skills) and settings (play complexity during preschool activities). It is advised that individualized needs-based holistic peer intervention, comprising all three domains, should be part of early ASD intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04316-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Dganit EYTAN, Auteur ; Sagit HOSHMAND, Auteur ; Ofira RAJWAN BEN-SHLOMO, Auteur . - p.844-863. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.844-863 Mots-clés : High-functioning children with autism spectrum disorders (HFASD)  Peer interaction  Peer talk and conversation  Social intervention  Social play Index. décimale : PER Périodiques Résumé : This RCT study examined efficacy of a preschool peer social intervention (PPSI) in facilitating social engagement of preschoolers with high-functioning ASD (HFASD; N = 65). HFASD participants were randomly assigned by preschool to a 6-month intervention (play, interaction, or conversation) or a waitlisted-treatment-as-usual control group. Trained on-site therapists led the PPSI in preschools, in small (n = 3-4) mixed (HFASD/typical) groups. Results showed that all intervention groups improved over time, each mainly in its own targeted peer-engagement domain, but the control group even deteriorated on some measures. Intervention groups also showed generalization to untrained domains (adaptive skills) and settings (play complexity during preschool activities). It is advised that individualized needs-based holistic peer intervention, comprising all three domains, should be part of early ASD intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04316-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

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