A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade

被引：78
作者：
Kamps, Debra [1 ]
Thiemann-Bourque, Kathy [1 ]
Heitzman-Powell, Linda [2 ]
Schwartz, Ilene [3 ]
Rosenberg, Nancy [3 ]
Mason, Rose [4 ]
Cox, Suzanne [1 ]
机构：
[1] Univ Kansas, Juniper Gardens Childrens Project, Life Span Inst, Kansas City, KS 66101 USA
[2] Univ Kansas, Med Ctr, Kansas City, KS 66101 USA
[3] Univ Washington, Dept Special Educ, Seattle, WA 98195 USA
[4] Univ Kansas, Kansas City, KS 66101 USA
来源：
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2015年 / 45卷 / 06期
关键词：
Peer networks; Social-communication skills; Text cues; HIGH-FUNCTIONING AUTISM; SKILLS INTERVENTIONS; YOUNG-CHILDREN; ADOLESCENTS; STUDENTS; INITIATIONS; FRIENDSHIP; SCRIPTS; CUES;
D O I：
10.1007/s10803-014-2340-2
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers' ratings of prosocial skills revealed significantly greater improvements for the intervention group.
引用
收藏
页码：1809 / 1824
页数：16
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