The Effects of Peer Training on the Social Interactions of Children with Autism Spectrum Disorders

Autor/inn/en	Krebs, Mindy Leigh; McDaniel, D. Mike; Neeley, Richard A.
Titel	The Effects of Peer Training on the Social Interactions of Children with Autism Spectrum Disorders
Quelle	In: Education, 131 (2010) 2, S.393-403 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Proximity; Autism; Interpersonal Relationship; Interaction; Interpersonal Competence; Peer Teaching; Pervasive Developmental Disorders; Children; Comparative Analysis; Nonverbal Communication; Eye Movements; Peer Relationship; Interpersonal Communication + Suchen Sie Ihr Suchwort? Lebensnähe; Autismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Interpersonale Kompetenz; Peer group teaching; Peer Group Teaching; Child; Kind; Kinder; Non-verbal communication; Nonverbale Kommunikation; Augenbewegung; Peer-Beziehungen; Interpersonale Kommunikation
Abstract	This study investigated the effects of peer training intervention on social interactions of two participants with autism spectrum disorders (ASD) and four typically developing peers. A multiple probe (Horner & Baer, 1978) across tasks, replicated across participants design, was used to evaluate these effects. Prior to data collection, a task sequence analysis was created to identify and describe the specific behavioral steps and sequence needed for successful acquisition of social behaviors associated with attention maintenance. The social behaviors selected for acquisition included the following: 1) maintaining eye contactor directional gaze; 2) maintaining close proximity to peer while interacting; 3)directing or initiating conversation with the peer; and 4) maintaining the topic of conversation. For each participant with ASD, two typically developing peers were trained by the principal investigator to model targeted behaviors for the purpose of eliciting social interactions from the participants. Probe sessions were conducted throughout the study with both peers and participants once peers achieved competency during peer social training sessions. Data collected indicated that peer training of targeted social interaction behaviors resulted in increased use of target behaviors by participants with ASD. Unexpectedly, results also indicated an increase in social behaviors that had not been targeted to be elicited by peers during interaction. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10