Literaturnachweis - Detailanzeige
Autor/inn/en | Hu, Xiaoyi; Lee, Gabrielle T.; Watkins, Laci; Jiang, Yitong |
---|---|
Titel | Combining Preferred Activities with Peer Support to Increase Social Interactions between Preschoolers with ASD and Typically Developing Peers |
Quelle | In: Journal of Positive Behavior Interventions, 23 (2021) 4, S.272-287 (16 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Lee, Gabrielle T.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1098-3007 |
DOI | 10.1177/1098300720987547 |
Schlagwörter | Preferences; Activities; Play; Preschool Children; Autism; Pervasive Developmental Disorders; Peer Relationship; Social Behavior; Intervention; Program Effectiveness; Interaction; Time Management; Inclusion; Prompting; Reinforcement; Preschool Education; Foreign Countries; China (Beijing) Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Peer-Beziehungen; Social behaviour; Soziales Verhalten; Interaktion; Zeitmanagement; Inklusion; Benutzerführung; Positive Verstärkung; Ausland |
Abstract | This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-age children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental design across three peers was employed. Results indicated that the participants' social initiations and responses, as well as the percentage of time engaged in social play, increased following the preferred activity. Gains were also demonstrated across social interactions and time engaged in the preferred activity plus peer support condition. Increases in social interaction behaviors in typically developing peers were also observed, and positive intervention gains were maintained during 5-week follow-up sessions. Implications for research and practice for improving interaction between children with and without ASD in inclusive preschool settings are discussed. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |