Swipe om te navigeren naar een ander artikel
Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network intervention implemented with three high school students with ASD. A multiple-baseline across participants design was used to evaluate the intervention on initiations and responses to and from students with ASD. The impact on frequency of victimization of students with ASD was also explored. Results indicate peer networks are effective at increasing social interactions of secondary students with ASD and provide preliminary support for the use of peer networks to reduce rates of bullying victimization.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 22(5), 489–507. CrossRef
Blumberg, S. J., Bramlett, M. D., Kogan, M. D., Schieve, L. A., Jones, J. R., & Lu, M. C. (2013). Changes in prevalence of parent-reported autism spectrum disorder in school-aged U.S. children: 2007 to 2011–2012. National Health Statistics Reports, 65, 1–12.
Campbell, J. M., Morton, J. F., Roulston, K., & Barger, B. D. (2011). A descriptive analysis of middle school students’ conceptions of autism. Journal of Developmental and Physical Disabilities, 23, 377–397. CrossRef
Carter, E. W., Asmus, J., Moss, C. K., Cooney, M., Weir, K., Vincent, L., & Fesperman, E. (2013). Peer network strategies to foster social connections among adolescents with and without severe disabilities. Teaching Exceptional Children, 46(2), 51–59. CrossRef
Carter, E. W., & Draper, J. (2010). Making school matter: Supporting meaningful secondary experiences for adolescents who use AAC. In: D. McNaughton &, R. D & Buekelman (Eds.), Transition strategies for adolescents and young adults who use augmentative and alternative communication (pp. 69–90). Baltimore, MD: Paul H. Brookes.
Carter, E. W., Sisco, L. G., & Chung, Y. (2012). Peer-mediated support strategies. In P. A. Prelock & R. McCauley (Eds.), Treatment of autism spectrum disorders: Evidence-based intervention strategies for communication and social interactions (pp. 221–254). Baltimore, MD: Paul H. Brookes.
Gardner, K. F., Carter, E. W., Gustafson, J. R., Hochman, J. M., Harvey, M. N., Mullins, T. S., & Fan, H. (2014). Effects of peer networks on the social interactions of high school students with autism spectrum disorders. Research and Practice for Persons with Severe Disabilities, 39(2), 100–118. CrossRef
Hochman, J. M., Carter, E. W., Bottema-Beutel, K., Harvey, M. N., & Gustafson, J. R. (2015). Efficacy of peer networks to increase social connections among high school students with and without autism. Exceptional Children, 82, 96–116. CrossRef
Horner, R. H., Carr, E. C., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179. CrossRef
Hughes, C., Golas, M., Cosgriff, J., Brigham, N., Edwards, C., & Cashen, K. (2011). Effects of a social skills intervention among high school students with intellectual disabilities and autism and their general education peers. Research and Practice for Persons with Severe Disabilities, 36(1), 46–61. CrossRef
Hughes, C., Kaplan, L., Bernstein, R., Boykin, M., Reilly, C., Brigham, N., Harvey, M. (2013). Increasing social interaction skills of secondary school students with autism and/or intellectual disability: A review of interventions. Research and Practice for Persons with Severe Disabilities, 37(4), 288–307. CrossRef
Humphrey, N., & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25(1), 77–91. CrossRef
Kazdin, A. E. (2011). Single-case research designs†¯: methods for clinical and applied settings (2nd edn.). New York: Oxford University Press.
Koegel, R., & Koegel, L. (1988). Generalized responsivity and pivotal behaviors. In R. Horner, G. Dunlap & R. Koegel (Eds.), Generalization and maintenance: Lifestyle changes in applied settings (pp. 41–66). Baltimore, MD: Paul H. Brookes.
Koegel, R. L., Fredeen, R., Kim, S., Danial, J., Rubinstein, D., & Koegel, L. (2012). Using perseverative interests to improve interactions between adolescents with autism and their typical peers in school settings. Journal of Positive Behavior Interventions, 14(3), 133–141. CrossRefPubMedPubMedCentral
Lee, S., Odom, S. L., & Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9(2), 67–79. CrossRef
Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3, 237–250. CrossRef
Petrina, N., Carter, M., & Stephenson, J. (2014). The nature of friendship in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 8(2), 111–126. CrossRef
Reynolds, W. M. (2003). Reynolds bully-victimization scales for schools. San Antonio, TX: The Psychological Corporation.
Rubin, K. H., Bukowski, W. M., & Laursen, B. (Eds.). (2009). Handbook of peer interactions, relationships, and groups. New York, NY: Guilford Press.
Schmidt, C., & Stichter, J. P. (2012). The use of peer-mediated interventions to promote the generalization of social competence for adolescents with high-functioning autism and asperger’s syndrome. Exceptionality, 20, 94–113. CrossRef
Schopler, E. S., Reichler, R. J., & Renner, B. R. (1988). The childhood autism rating scale (CARS). Los Angeles, CA: Western Psychological Services.
Siperstein, G. N., Parker, R. C., Bardon, J. N., & Widaman, K. F. (2007). A national study of youth attitudes toward the inclusion of students with intellectual disabilities. Exceptional Children, 73(4), 435–455. CrossRef
Sperry, L., Neitzel, J., & Engelhardt-Wells, K. (2010). Peer-mediated instruction and intervention strategies for students with Autism Spectrum Disorders. Preventing School Failure, 54(4), 256–264. CrossRef
Sreckovic, M. A., Brunsting, N. C., & Able, H. (2014). Victimization of students with autism spectrum disorder: A review of prevalence and risk factors. Research in Autism Spectrum Disorders, 8(9), 1155–1172. CrossRef
Tobias, A. (2009). Supporting students with autistic spectrum disorder (ASD) at secondary school: A parent and student perspective. Educational Psychology in Practice, 25(2), 151–165. CrossRef
Wagner, M., Cadwallader, T. W., Garza, N., & Cameto, R. (2004). Social activities of youth with disabilities. NLTS2 Data Brief, 3(1), 1–4.
Wainscot, J. J., Naylor, P., Sutcliffe, P., Tantam, D., & Williams, J. V. (2008). Relationships with peers and use of the school environment of mainstream secondary school pupils with Asperger syndrome (High-Functioning Autism): A Case-Control Study. International Journal of Psychology and Psychological Therapy, 8(1), 25–38.
Wentzel, K. R., Donlan, A., & Morrison, D. (2012). Peer relationships and social motivational processes. In A. M. Ryan & G. W. Ladd (Eds.), Peer relationships and adjustment at school (pp. 79–108). Charlotte, NC: Information Age Publishing.
- Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder
Melissa A. Sreckovic
- Springer US