32 recherche sur le mot-clé 'peers'

Can Cartoons Which Depict Autistic Characters Improve Attitudes Towards Autistic Peers? / Carla Simone ENGEL 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.1007-1017 Titre : Can Cartoons Which Depict Autistic Characters Improve Attitudes Towards Autistic Peers? Type de document : Texte imprimé et/ou numérique Auteurs : Carla Simone ENGEL, Auteur ; Elizabeth SHEPPARD, Auteur Article en page(s) : p.1007-1017 Langues : Anglais (eng) Mots-clés : Autism  Cartoons  Conative component of attitudes  Knowledge  Peers  Vicarious contact Index. décimale : PER Périodiques Résumé : This study aimed to assess the efficacy of two cartoons which depict autistic characters in improving attitudes towards autistic peers in two separate studies. Forty-six children participated in study 1 (4-7 years), and 47 children participated in study 2 (8-11 years). Both the conative (behavioural) component of attitudes and knowledge about autism were measured before and after the cartoon interventions. Knowledge of autism increased after watching the cartoons in both studies but attitudes to autism only improved in study 1. Knowledge was shown to correlate with change in some but not all attitude measures. The findings suggest that cartoons can improve attitudes to autism, but this may depend on how information is presented. En ligne : http://dx.doi.org/10.1007/s10803-019-04318-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] Can Cartoons Which Depict Autistic Characters Improve Attitudes Towards Autistic Peers? [Texte imprimé et/ou numérique] / Carla Simone ENGEL, Auteur ; Elizabeth SHEPPARD, Auteur . - p.1007-1017. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1007-1017 Mots-clés : Autism  Cartoons  Conative component of attitudes  Knowledge  Peers  Vicarious contact Index. décimale : PER Périodiques Résumé : This study aimed to assess the efficacy of two cartoons which depict autistic characters in improving attitudes towards autistic peers in two separate studies. Forty-six children participated in study 1 (4-7 years), and 47 children participated in study 2 (8-11 years). Both the conative (behavioural) component of attitudes and knowledge about autism were measured before and after the cartoon interventions. Knowledge of autism increased after watching the cartoons in both studies but attitudes to autism only improved in study 1. Knowledge was shown to correlate with change in some but not all attitude measures. The findings suggest that cartoons can improve attitudes to autism, but this may depend on how information is presented. En ligne : http://dx.doi.org/10.1007/s10803-019-04318-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder / Cally KENT in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2860-2873 Titre : Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur Article en page(s) : p.2860-2873 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Peers  Play  Video modelling Index. décimale : PER Périodiques Résumé : Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04387-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur . - p.2860-2873. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2860-2873 Mots-clés : Autism  Intervention  Peers  Play  Video modelling Index. décimale : PER Périodiques Résumé : Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04387-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review / Allison M. BIRNSCHEIN in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101784 Titre : Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Allison M. BIRNSCHEIN, Auteur ; Courtney A. PAISLEY, Auteur ; Theodore S. TOMENY, Auteur Article en page(s) : 101784 Langues : Anglais (eng) Mots-clés : Anti-stigma training  Autism spectrum disorder  Peers  Social interaction Index. décimale : PER Périodiques Résumé : Background Individuals diagnosed with autism spectrum disorder (ASD) characteristically demonstrate deficits in social communication, making it challenging for children and adolescents with ASD to form and maintain friendships. Widely implemented social skills interventions aim to ameliorate these deficits through explicit instruction. Despite reported gains in social competency, many children with ASD may not successfully generalize learned social skills to interactions outside the interventions. One barrier to generalization may be stigma from typically developing (TD) peers. Specifically, TD peers who could serve as social partners for individuals with ASD often perceive the social behavior of children with ASD as atypical and demonstrate negative attitudes toward and a preference for social distance from these individuals. Method This systematic review aimed to identify the techniques employed by, and the impact of, TD peer intervention programs providing TD school-age children and adolescents with information about ASD and those training peers to be peer social models on peer perceptions of ASD. This search was conducted using three databases (i.e., PsychINFO, PubMed, Web of Science) and found 14 articles meeting inclusion criteria. Results Results demonstrate that peer training programs employ multiple methods including didactic trainings, group discussions, activities, opportunities for video or in-person exposure to individuals with ASD, and opportunities to implement learned strategies with peers to disseminate varying levels and types of information (e.g., descriptive, explanatory, directive) about ASD to participants. Conclusions Overall, results of such TD peer training programs demonstrate significant reductions in peer stigma and improvements in peer mediating abilities post-intervention. En ligne : https://doi.org/10.1016/j.rasd.2021.101784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review [Texte imprimé et/ou numérique] / Allison M. BIRNSCHEIN, Auteur ; Courtney A. PAISLEY, Auteur ; Theodore S. TOMENY, Auteur . - 101784. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101784 Mots-clés : Anti-stigma training  Autism spectrum disorder  Peers  Social interaction Index. décimale : PER Périodiques Résumé : Background Individuals diagnosed with autism spectrum disorder (ASD) characteristically demonstrate deficits in social communication, making it challenging for children and adolescents with ASD to form and maintain friendships. Widely implemented social skills interventions aim to ameliorate these deficits through explicit instruction. Despite reported gains in social competency, many children with ASD may not successfully generalize learned social skills to interactions outside the interventions. One barrier to generalization may be stigma from typically developing (TD) peers. Specifically, TD peers who could serve as social partners for individuals with ASD often perceive the social behavior of children with ASD as atypical and demonstrate negative attitudes toward and a preference for social distance from these individuals. Method This systematic review aimed to identify the techniques employed by, and the impact of, TD peer intervention programs providing TD school-age children and adolescents with information about ASD and those training peers to be peer social models on peer perceptions of ASD. This search was conducted using three databases (i.e., PsychINFO, PubMed, Web of Science) and found 14 articles meeting inclusion criteria. Results Results demonstrate that peer training programs employ multiple methods including didactic trainings, group discussions, activities, opportunities for video or in-person exposure to individuals with ASD, and opportunities to implement learned strategies with peers to disseminate varying levels and types of information (e.g., descriptive, explanatory, directive) about ASD to participants. Conclusions Overall, results of such TD peer training programs demonstrate significant reductions in peer stigma and improvements in peer mediating abilities post-intervention. En ligne : https://doi.org/10.1016/j.rasd.2021.101784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities / Anke BOER in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.572-583 Titre : Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Anke BOER, Auteur ; Sip Jan PIJL, Auteur ; Alexander MINNAERT, Auteur ; Wendy POST, Auteur Article en page(s) : p.572-583 Langues : Anglais (eng) Mots-clés : Attitudes  Peers  Severe physical and intellectual disabilities  Inclusive education  Intervention Index. décimale : PER Périodiques Résumé : In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4–12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students’ attitudes. En ligne : http://dx.doi.org/10.1007/s10803-013-1908-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities [Texte imprimé et/ou numérique] / Anke BOER, Auteur ; Sip Jan PIJL, Auteur ; Alexander MINNAERT, Auteur ; Wendy POST, Auteur . - p.572-583. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.572-583 Mots-clés : Attitudes  Peers  Severe physical and intellectual disabilities  Inclusive education  Intervention Index. décimale : PER Périodiques Résumé : In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4–12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students’ attitudes. En ligne : http://dx.doi.org/10.1007/s10803-013-1908-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 42-6 (June 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1025-1036 Titre : Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. LAUGESON, Auteur ; Fred FRANKEL, Auteur ; Alexander GANTMAN, Auteur ; Ashley R. DILLON, Auteur ; Catherine MOGIL, Auteur Année de publication : 2012 Article en page(s) : p.1025-1036 Langues : Anglais (eng) Mots-clés : Social skills  Autism  Asperger’s Disorder  PEERS  Friendship  Adolescents Index. décimale : PER Périodiques Résumé : The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains in nearly all domains with additional treatment gains at a 14-week follow-up assessment. En ligne : http://dx.doi.org/10.1007/s10803-011-1339-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156 [article] Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program [Texte imprimé et/ou numérique] / Elizabeth A. LAUGESON, Auteur ; Fred FRANKEL, Auteur ; Alexander GANTMAN, Auteur ; Ashley R. DILLON, Auteur ; Catherine MOGIL, Auteur . - 2012 . - p.1025-1036. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1025-1036 Mots-clés : Social skills  Autism  Asperger’s Disorder  PEERS  Friendship  Adolescents Index. décimale : PER Périodiques Résumé : The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains in nearly all domains with additional treatment gains at a 14-week follow-up assessment. En ligne : http://dx.doi.org/10.1007/s10803-011-1339-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156

Examining the feasibility and effectiveness of PEERS for adolescents via telehealth during the COVID-19 pandemic / Connor PETRICEK ; Morgan HAGA ; Samantha SMALLEY ; Katherine PELLETIER ; Nimco ESSA ; Rebekah L. HUDOCK in Research in Autism Spectrum Disorders, 109 (November 2023)  

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Examining the Treatment Efficacy of PEERS in Japan: Improving Social Skills Among Adolescents with Autism Spectrum Disorder / Tomoko YAMADA in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

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Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings / Pamela WOLFBERG in Journal of Autism and Developmental Disorders, 45-3 (March 2015)  

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Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders / Sophia MAVROPOULOU in Journal of Autism and Developmental Disorders, 44-8 (August 2014)  

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Learning How to Make Friends for Chinese Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial of the Hong Kong Chinese Version of the PEERS(R) Intervention / K. K. SHUM in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

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