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Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders / Rose MASON in Research in Autism Spectrum Disorders, 8-3 (March 2014)
[article]
Titre : Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rose MASON, Auteur ; Debra M. KAMPS, Auteur ; Amy TURCOTTE, Auteur ; Suzanne COX, Auteur ; Sarah FELDMILLER, Auteur ; Todd MILLER, Auteur Article en page(s) : p.334-344 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Elementary school Recess Social skills Communication Peer mediation Index. décimale : PER Périodiques Résumé : Abstract Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224
in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.334-344[article] Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Rose MASON, Auteur ; Debra M. KAMPS, Auteur ; Amy TURCOTTE, Auteur ; Suzanne COX, Auteur ; Sarah FELDMILLER, Auteur ; Todd MILLER, Auteur . - p.334-344.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.334-344
Mots-clés : Autism spectrum disorders Elementary school Recess Social skills Communication Peer mediation Index. décimale : PER Périodiques Résumé : Abstract Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting / X. HU in Journal of Autism and Developmental Disorders, 48-7 (July 2018)
[article]
Titre : Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting Type de document : Texte imprimé et/ou numérique Auteurs : X. HU, Auteur ; Q. ZHENG, Auteur ; G. T. LEE, Auteur Article en page(s) : p.2444-2457 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Inclusive education LEGO(R) play Peer mediation Social skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of a peer-mediated LEGO(R) play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO(R) construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained. En ligne : http://dx.doi.org/10.1007/s10803-018-3502-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2444-2457[article] Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting [Texte imprimé et/ou numérique] / X. HU, Auteur ; Q. ZHENG, Auteur ; G. T. LEE, Auteur . - p.2444-2457.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2444-2457
Mots-clés : Autism spectrum disorder Inclusive education LEGO(R) play Peer mediation Social skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of a peer-mediated LEGO(R) play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO(R) construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained. En ligne : http://dx.doi.org/10.1007/s10803-018-3502-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367