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Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings / Neil HUMPHREY in Autism, 15-4 (July 2011)
[article]
Titre : Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings Type de document : Texte imprimé et/ou numérique Auteurs : Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur Année de publication : 2011 Article en page(s) : p.397-419 Langues : Anglais (eng) Mots-clés : inclusive education peer interaction Index. décimale : PER Périodiques Résumé : The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched comparison groups of 35 adolescents with dyslexia and 38 with no identified special educational needs (the ASD and dyslexia groups were also matched on SEN provision). Frequency and duration of peer interaction behaviours were coded. In terms of duration, multivariate analyses of variance (MANOVAs) indicated that participants with ASD spent more time engaged in solitary behaviours, less time engaged in co-operative interaction with peers, and more time engaging in reactive aggression towards peers than either comparison group. In terms of frequency, similar patterns emerged, but additionally participants with ASD engaged in fewer instances of rough/vigorous play, and were subject to more instances of social initiation and instrumental verbal aggression by peers than either comparison group. The findings of the current study support the authors’ theoretical model of peer group interaction processes for individuals with ASD, and have implications for both social skills training and the development of peer awareness and sensitivity. Limitations are noted. En ligne : http://dx.doi.org/10.1177/1362361310387804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133
in Autism > 15-4 (July 2011) . - p.397-419[article] Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings [Texte imprimé et/ou numérique] / Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur . - 2011 . - p.397-419.
Langues : Anglais (eng)
in Autism > 15-4 (July 2011) . - p.397-419
Mots-clés : inclusive education peer interaction Index. décimale : PER Périodiques Résumé : The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched comparison groups of 35 adolescents with dyslexia and 38 with no identified special educational needs (the ASD and dyslexia groups were also matched on SEN provision). Frequency and duration of peer interaction behaviours were coded. In terms of duration, multivariate analyses of variance (MANOVAs) indicated that participants with ASD spent more time engaged in solitary behaviours, less time engaged in co-operative interaction with peers, and more time engaging in reactive aggression towards peers than either comparison group. In terms of frequency, similar patterns emerged, but additionally participants with ASD engaged in fewer instances of rough/vigorous play, and were subject to more instances of social initiation and instrumental verbal aggression by peers than either comparison group. The findings of the current study support the authors’ theoretical model of peer group interaction processes for individuals with ASD, and have implications for both social skills training and the development of peer awareness and sensitivity. Limitations are noted. En ligne : http://dx.doi.org/10.1177/1362361310387804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale / Nirit BAUMINGER in Autism, 25-6 (August 2021)
[article]
Titre : Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER, Auteur ; A. SHEFER, Auteur Article en page(s) : p.1520-1535 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child, Preschool Communication Early Intervention, Educational Humans Peer Group autism spectrum disorder naturalistic observation tool peer interaction preschool children social communication of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group's hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale's links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient?>?75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children's functioning. En ligne : http://dx.doi.org/10.1177/1362361321989919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-6 (August 2021) . - p.1520-1535[article] Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale [Texte imprimé et/ou numérique] / Nirit BAUMINGER, Auteur ; A. SHEFER, Auteur . - p.1520-1535.
Langues : Anglais (eng)
in Autism > 25-6 (August 2021) . - p.1520-1535
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child, Preschool Communication Early Intervention, Educational Humans Peer Group autism spectrum disorder naturalistic observation tool peer interaction preschool children social communication of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group's hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale's links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient?>?75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children's functioning. En ligne : http://dx.doi.org/10.1177/1362361321989919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale / Nirit BAUMINGER-ZVIELY in Autism, 26-6 (August 2022)
[article]
Titre : Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Analia SHEFER, Auteur Article en page(s) : p.1520-1535 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child, Preschool Communication Early Intervention, Educational Humans Peer Group autism spectrum disorder naturalistic observation tool peer interaction preschool children social communication conflicts of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group's hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale's links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient>75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children's functioning. En ligne : http://dx.doi.org/10.1177/1362361321989919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-6 (August 2022) . - p.1520-1535[article] Naturalistic evaluation of preschoolers' spontaneous interactions: The Autism Peer Interaction Observation Scale [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Analia SHEFER, Auteur . - p.1520-1535.
Langues : Anglais (eng)
in Autism > 26-6 (August 2022) . - p.1520-1535
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child, Preschool Communication Early Intervention, Educational Humans Peer Group autism spectrum disorder naturalistic observation tool peer interaction preschool children social communication conflicts of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group's hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale's links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient>75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children's functioning. En ligne : http://dx.doi.org/10.1177/1362361321989919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 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)
[article]
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
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.844-863[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 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)
[article]
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
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1070-1083[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 Social competence with an unfamiliar peer in children and adolescents with high functioning autism: Measurement and individual differences / Lauren V. USHER in Research in Autism Spectrum Disorders, 17 (September 2015)
PermalinkPermalinkThe Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms / J. CHEN in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
PermalinkYoung Friendship in HFASD and Typical Development: Friend Versus Non-friend Comparisons / Nirit BAUMINGER-ZVIELY in Journal of Autism and Developmental Disorders, 44-7 (July 2014)
PermalinkMeasuring Changes in Social Behavior During a Social Skills Intervention for Higher-Functioning Children and Adolescents with Autism Spectrum Disorder / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 43-8 (August 2013)
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