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18-12-2017 | Brief Report

Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training

Auteurs: Matthew E. Brock, Scott A. Dueker, Mary A. Barczak

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2018

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Abstract

Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess.
Literatuur
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go back to reference Radley, K. C., Ford, W. B., Battaglia, A. A., & McHugh, M. B. (2014). The effects of a social skills training package on social engagement of children with autism spectrum disorders in a generalized recess setting. Focus on Autism and Other Developmental Disabilities, 29, 216–229. https://doi.org/10.1177/1088357614525660.CrossRef Radley, K. C., Ford, W. B., Battaglia, A. A., & McHugh, M. B. (2014). The effects of a social skills training package on social engagement of children with autism spectrum disorders in a generalized recess setting. Focus on Autism and Other Developmental Disabilities, 29, 216–229. https://​doi.​org/​10.​1177/​1088357614525660​.CrossRef
Metagegevens
Titel
Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training
Auteurs
Matthew E. Brock
Scott A. Dueker
Mary A. Barczak
Publicatiedatum
18-12-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-017-3435-3