11 recherche sur le mot-clé 'Peer-mediated intervention'

Broadening the Scope of Peer-Mediated Intervention for Individuals with Autism Spectrum Disorders / M. PLATOS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.747-750 Titre : Broadening the Scope of Peer-Mediated Intervention for Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : M. PLATOS, Auteur ; K. WOJACZEK, Auteur Année de publication : 2018 Article en page(s) : p.747-750 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism spectrum disorders  Befriending  Friendship  Peer-mediated intervention Index. décimale : PER Périodiques Résumé : Peer-mediated intervention (PMI) is most commonly defined as a treatment approach that engages typically developing peers to teach children with autism spectrum disorders (ASD) social skills and increase their social interactions, mainly in a school setting. In this letter, we address the limitations of such understanding of PMI and review the arguments for broadening its scope. In particular, we argue that there is a critical need for research on PMI that focuses on friendship, social participation, and well-being of adolescents and adults with ASD, as well as engages peers in the community settings. In conclusion, we provide a description of a befriending scheme for individuals with ASD to inspire future research and guidelines on PMI. En ligne : https://doi.org/10.1007/s10803-017-3429-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Broadening the Scope of Peer-Mediated Intervention for Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / M. PLATOS, Auteur ; K. WOJACZEK, Auteur . - 2018 . - p.747-750. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.747-750 Mots-clés : Adolescent  Adult  Autism spectrum disorders  Befriending  Friendship  Peer-mediated intervention Index. décimale : PER Périodiques Résumé : Peer-mediated intervention (PMI) is most commonly defined as a treatment approach that engages typically developing peers to teach children with autism spectrum disorders (ASD) social skills and increase their social interactions, mainly in a school setting. In this letter, we address the limitations of such understanding of PMI and review the arguments for broadening its scope. In particular, we argue that there is a critical need for research on PMI that focuses on friendship, social participation, and well-being of adolescents and adults with ASD, as well as engages peers in the community settings. In conclusion, we provide a description of a befriending scheme for individuals with ASD to inspire future research and guidelines on PMI. En ligne : https://doi.org/10.1007/s10803-017-3429-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder / Thea BRAIN in Research in Autism Spectrum Disorders, 62 (June 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 62 (June 2019) . - p.26-38 Titre : Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Thea BRAIN, Auteur ; Pat MIRENDA, Auteur Article en page(s) : p.26-38 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Autism spectrum disorder  Engagement  Communication  Middle school Index. décimale : PER Périodiques Résumé : Background Peer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students. Method This study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40–50?minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up. Results Results showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1–4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers. Conclusions This study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient. En ligne : https://doi.org/10.1016/j.rasd.2019.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder [Texte imprimé et/ou numérique] / Thea BRAIN, Auteur ; Pat MIRENDA, Auteur . - p.26-38. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.26-38 Mots-clés : Peer-mediated intervention  Autism spectrum disorder  Engagement  Communication  Middle school Index. décimale : PER Périodiques Résumé : Background Peer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students. Method This study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40–50?minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up. Results Results showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1–4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers. Conclusions This study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient. En ligne : https://doi.org/10.1016/j.rasd.2019.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder / Linda M. BAMBARA in Research in Autism Spectrum Disorders, 27 (July 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 27 (July 2016) . - p.29-43 Titre : A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Linda M. BAMBARA, Auteur ; Christine L. COLE, Auteur ; Catherine KUNSCH, Auteur ; Shu-Chen TSAI, Auteur ; Elizabeth AYAD, Auteur Article en page(s) : p.29-43 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Autism  Adolescents  High school  Social-communication skills Index. décimale : PER Périodiques Résumé : AbstractBackground Social-communication deficits of adolescents with Autism Spectrum Disorder (ASD) can significantly interfere with their participation in high school activities, where conversation is the primary mode of social interaction. The purpose of this study was to extend the social-communication research in high school settings by the evaluating use of a peer-mediated intervention (PMI) during lunch on the conversational skills of three adolescents with ASD who were observed to be passive or reluctant conversationalists. Method A multiple-baseline design across participants was used to assess the effects of teaching typical peers strategies for facilitating conversation with the focal students. Peers served as the primary interventionists, but as in other PMI research, we also incorporated the use of written text cues and direct instruction for the focal students, with the aim of using text cues flexibly for a more natural conversation. Results Results indicated improvements in focal students’ conversational skills including an increased number of conversational acts, initiations, and follow-up questions, and longer conversational episodes with peers. Overall assertive acts (i.e., responses not contingent upon peer requests) also increased, suggesting that the once passive conversationalists were becoming more assertive. Social validity outcome measures attested to the acceptability of the PMI and the quality of conversation between focal students and peers. Conclusions The results of this study provide preliminary evidence that PMI can produce substantial and socially-validated conversational outcomes for high school students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Linda M. BAMBARA, Auteur ; Christine L. COLE, Auteur ; Catherine KUNSCH, Auteur ; Shu-Chen TSAI, Auteur ; Elizabeth AYAD, Auteur . - p.29-43. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.29-43 Mots-clés : Peer-mediated intervention  Autism  Adolescents  High school  Social-communication skills Index. décimale : PER Périodiques Résumé : AbstractBackground Social-communication deficits of adolescents with Autism Spectrum Disorder (ASD) can significantly interfere with their participation in high school activities, where conversation is the primary mode of social interaction. The purpose of this study was to extend the social-communication research in high school settings by the evaluating use of a peer-mediated intervention (PMI) during lunch on the conversational skills of three adolescents with ASD who were observed to be passive or reluctant conversationalists. Method A multiple-baseline design across participants was used to assess the effects of teaching typical peers strategies for facilitating conversation with the focal students. Peers served as the primary interventionists, but as in other PMI research, we also incorporated the use of written text cues and direct instruction for the focal students, with the aim of using text cues flexibly for a more natural conversation. Results Results indicated improvements in focal students’ conversational skills including an increased number of conversational acts, initiations, and follow-up questions, and longer conversational episodes with peers. Overall assertive acts (i.e., responses not contingent upon peer requests) also increased, suggesting that the once passive conversationalists were becoming more assertive. Social validity outcome measures attested to the acceptability of the PMI and the quality of conversation between focal students and peers. Conclusions The results of this study provide preliminary evidence that PMI can produce substantial and socially-validated conversational outcomes for high school students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

Peer-mediated discrete trial training within a school setting / Keith C. RADLEY in Research in Autism Spectrum Disorders, 9 (January 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 9 (January 2015) . - p.53-67 Titre : Peer-mediated discrete trial training within a school setting Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; Evan H. DART, Auteur ; Christopher M. FURLOW, Auteur ; Emily J. NESS, Auteur Année de publication : 2015 Article en page(s) : p.53-67 Langues : Anglais (eng) Mots-clés : Discrete trial training  Peer-mediated intervention  Academic intervention Index. décimale : PER Périodiques Résumé : Abstract The present study evaluated the feasibility and effects of a peer-mediated, school-based, discrete trial training (DTT) protocol for students with autism spectrum disorder (ASD). Six typically developing elementary-age peers were trained to implement a basic DTT protocol. A multiple baseline across student interventionists design was utilized to evaluate the integrity with which trained peers implemented the DTT protocol and the efficacy of the student interventionists in training target academic behaviors. Results indicate that student interventionists acquired skills to implement the DTT protocol with high levels of integrity. Additionally, it was observed that participation in peer-mediated DTT resulted in mastery of target academic skills by participants with ASD. Measures of acceptability indicated high levels of student interventionist satisfaction with intervention procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Peer-mediated discrete trial training within a school setting [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; Evan H. DART, Auteur ; Christopher M. FURLOW, Auteur ; Emily J. NESS, Auteur . - 2015 . - p.53-67. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.53-67 Mots-clés : Discrete trial training  Peer-mediated intervention  Academic intervention Index. décimale : PER Périodiques Résumé : Abstract The present study evaluated the feasibility and effects of a peer-mediated, school-based, discrete trial training (DTT) protocol for students with autism spectrum disorder (ASD). Six typically developing elementary-age peers were trained to implement a basic DTT protocol. A multiple baseline across student interventionists design was utilized to evaluate the integrity with which trained peers implemented the DTT protocol and the efficacy of the student interventionists in training target academic behaviors. Results indicate that student interventionists acquired skills to implement the DTT protocol with high levels of integrity. Additionally, it was observed that participation in peer-mediated DTT resulted in mastery of target academic skills by participants with ASD. Measures of acceptability indicated high levels of student interventionist satisfaction with intervention procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings / Laci WATKINS in Journal of Autism and Developmental Disorders, 45-4 (April 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1070-1083 Titre : A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings Type de document : Texte imprimé et/ou numérique Auteurs : Laci WATKINS, Auteur ; Mark O’REILLY, Auteur ; Michelle KUHN, Auteur ; Cindy GEVARTER, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell LANG, Auteur Article en page(s) : p.1070-1083 Langues : Anglais (eng) Mots-clés : Autism  Peer-mediated intervention  Peer interaction  Social skills  Inclusive education  Literature review Index. décimale : PER Périodiques Résumé : This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2264-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings [Texte imprimé et/ou numérique] / Laci WATKINS, Auteur ; Mark O’REILLY, Auteur ; Michelle KUHN, Auteur ; Cindy GEVARTER, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell LANG, Auteur . - p.1070-1083. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1070-1083 Mots-clés : Autism  Peer-mediated intervention  Peer interaction  Social skills  Inclusive education  Literature review Index. décimale : PER Périodiques Résumé : This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2264-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

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)  

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A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review / Hilary E. TRAVERS in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

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Peer mediation in play settings for minimally verbal students with autism Spectrum disorder / Gaïd LE MANER-IDRISSI ; Tanguy SEVENO ; Olivier LE MAREC ; Sandrine LE SOURN-BISSAOUI in Autism & Developmental Language Impairments, 8 (January-December 2023)  

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Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder / Ana D. DUEÑAS in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

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Improving the assertive conversational skills of adolescents with autism spectrum disorder in a natural context / Linda M. BAMBARA in Research in Autism Spectrum Disorders, 48 (April 2018)  

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