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Détail de l'auteur
Auteur Ashley M. LUGO |
Documents disponibles écrits par cet auteur (1)
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Training Peer Models to Promote Social Skills: Considerations for Practice / Therese L. MATHEWS in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)
[article]
Titre : Training Peer Models to Promote Social Skills: Considerations for Practice Type de document : Texte imprimé et/ou numérique Auteurs : Therese L. MATHEWS, Auteur ; Christopher VATLAND, Auteur ; Ashley M. LUGO, Auteur ; Elizabeth A. KOENIG, Auteur ; Shawn P. GILROY, Auteur Article en page(s) : p.160-170 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children. En ligne : https://doi.org/10.1177/1088357617735814 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.160-170[article] Training Peer Models to Promote Social Skills: Considerations for Practice [Texte imprimé et/ou numérique] / Therese L. MATHEWS, Auteur ; Christopher VATLAND, Auteur ; Ashley M. LUGO, Auteur ; Elizabeth A. KOENIG, Auteur ; Shawn P. GILROY, Auteur . - p.160-170.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.160-170
Index. décimale : PER Périodiques Résumé : Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children. En ligne : https://doi.org/10.1177/1088357617735814 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367