Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 3/2024

31-12-2022 | Original Paper

Implementation of a Peer-Mediated Intervention to Teach Behavioral Expectations for Two Students on Autism Spectrum and a Student with ADHD in an Inclusive Elementary Classroom in Taiwan

Auteur: Yu-Ling Chen

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2024

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

One of the characteristics of individuals on the autism spectrum is the restricted, repetitive patterns of behaviors, interests, or activities which have been considered the result of a direct deficit in self-regulation skills. Peer-mediated intervention (PMI) is one of the ways to support young children on the autism spectrum for following school routines independently. PMI is an evidence-based practice based on behavioral principles to train typical peers to help with students on the autism spectrum. By using PMI, students on the autism spectrum can have more interaction opportunities with typical peers. Students on the autism spectrum can become less dependent on adult support to complete the expectations independently or with peers’ support. The aim of this study is to use PMI to support students with autism and ADHD aged 7–8 in a regular classroom to complete the behavioral expectations in Taiwan. This study used a multiple probe design across three participants to determine the effects of the intervention. The researchers trained seven typically developing peers on how to prompt and reinforce the target children. This study took both peers and target children’s data. The data shows a positive result for target children to follow the expectations independently and most peer models can prompt and reinforce the target children after being trained. Our study has extended the effectiveness and usage of PMI in teaching behavioral expectations in Taiwan.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). NY: American Psychiatric Association.CrossRef American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). NY: American Psychiatric Association.CrossRef
go back to reference Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs. Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs.
go back to reference Barkley, R. A. (2011). The important role of executive functioning and self-regulation in ADHD. Journal of Child Neuropsy, 113(21), 41–56. Barkley, R. A. (2011). The important role of executive functioning and self-regulation in ADHD. Journal of Child Neuropsy, 113(21), 41–56.
go back to reference Chuang, Y. L., Lin, K. T., & Kuo, Y. F. (2013). Ordinary students’ peer-tutoring: research on the promotion of effectiveness of life skills and peer acceptance of elementary school students with mental retardation [普通學生同儕教導對增進國小智障學生生活技能及同儕接納之成效研究]. Bulletin of Eastern-Taiwan Special Education [東臺灣特殊教育學報], (15), 89–119. https://sect.nttu.edu.tw/p/406-1056-32100,r780.php?Lang=zh-tw Chuang, Y. L., Lin, K. T., & Kuo, Y. F. (2013). Ordinary students’ peer-tutoring: research on the promotion of effectiveness of life skills and peer acceptance of elementary school students with mental retardation [普通學生同儕教導對增進國小智障學生生活技能及同儕接納之成效研究]. Bulletin of Eastern-Taiwan Special Education [東臺灣特殊教育學報], (15), 89–119. https://​sect.​nttu.​edu.​tw/​p/​406-1056-32100,r780.​php?​Lang=​zh-tw
go back to reference Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied behavior analysis (3rd ed.). Pearson Education. Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied behavior analysis (3rd ed.). Pearson Education.
go back to reference Davis, C. A., Reichle, J. E., & Southard, K. L. (2000). High-probability requests and a preferred item as a distractor: Increasing successful transitions in children with behavior problems. Education and Treatment of Children, 23(4), 423–440. Davis, C. A., Reichle, J. E., & Southard, K. L. (2000). High-probability requests and a preferred item as a distractor: Increasing successful transitions in children with behavior problems. Education and Treatment of Children, 23(4), 423–440.
go back to reference Dib, N., & Sturmey, P. (2012). Behavioral skills training and skill learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning. Springer. Dib, N., & Sturmey, P. (2012). Behavioral skills training and skill learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning. Springer.
go back to reference Feng, C. C., Chen, Y. R., & Wang, K. C. (2018). The practice of peer mentoring teaching strategies for eighth grade students in athletic classes’ learning Chinese [同儕師徒制指導教學策略的實踐-以國中八年級體育班國文科為例]. NPUST Humanities and Social Sciences Research: Pedagogy [人文社會科學研究: 教育類], 12(3), 54–78. https://doi.org/10.6618/HSSRP.201809_12(3).3 Feng, C. C., Chen, Y. R., & Wang, K. C. (2018). The practice of peer mentoring teaching strategies for eighth grade students in athletic classes’ learning Chinese [同儕師徒制指導教學策略的實踐-以國中八年級體育班國文科為例]. NPUST Humanities and Social Sciences Research: Pedagogy [人文社會科學研究: 教育類], 12(3), 54–78. https://​doi.​org/​10.​6618/​HSSRP.​201809_​12(3).​3
go back to reference Feng, S. H., & Feng, H. (2005). The effects of peer-implemented pivotal response training for children with autism on social interaction. [同儕應用核心反應訓練對增進國小自閉 症兒童社會互動之研究]. Journal of Special Education [特殊教育學報], 22, 67–105. https://doi.org/10.6768/JSE.200512.0067CrossRef Feng, S. H., & Feng, H. (2005). The effects of peer-implemented pivotal response training for children with autism on social interaction. [同儕應用核心反應訓練對增進國小自閉 症兒童社會互動之研究]. Journal of Special Education [特殊教育學報], 22, 67–105. https://​doi.​org/​10.​6768/​JSE.​200512.​0067CrossRef
go back to reference Ferguson, A., Ashbaugh, R., O’Reilly, S., & McLaughlin, T. F. (2004). Using prompt training and reinforcement to reduce transition times in a transitional kindergarten program for students with severe behavior disorders. Child & Family Behavior Therapy, 26(1), 17–24. https://doi.org/10.1300/J019v26n01_02CrossRef Ferguson, A., Ashbaugh, R., O’Reilly, S., & McLaughlin, T. F. (2004). Using prompt training and reinforcement to reduce transition times in a transitional kindergarten program for students with severe behavior disorders. Child & Family Behavior Therapy, 26(1), 17–24. https://​doi.​org/​10.​1300/​J019v26n01_​02CrossRef
go back to reference Goetz, E. M., Ayala, J. M., Hatfield, V. L., Marshall, A. M., & Etzel, B. C. (1983). Training independence in preschoolers with an auditory stimulus management technique. Education and Treatment of Children, 6, 251–261. Goetz, E. M., Ayala, J. M., Hatfield, V. L., Marshall, A. M., & Etzel, B. C. (1983). Training independence in preschoolers with an auditory stimulus management technique. Education and Treatment of Children, 6, 251–261.
go back to reference Gunning, C., Breathnach, Ó., Holloway, J., McTiernan, A., & Malone, B. (2019). A systematic review of peer-mediated interventions for preschool children with autism spectrum disorder in inclusive settings. Review Journal of Autism and Developmental Disorders, 6(1), 40–62. https://doi.org/10.1007/s40489-018-0153-5CrossRef Gunning, C., Breathnach, Ó., Holloway, J., McTiernan, A., & Malone, B. (2019). A systematic review of peer-mediated interventions for preschool children with autism spectrum disorder in inclusive settings. Review Journal of Autism and Developmental Disorders, 6(1), 40–62. https://​doi.​org/​10.​1007/​s40489-018-0153-5CrossRef
go back to reference Harris, K. I., Pretti—FrontcZak, K., & Brown, T. (2009). Peer-mediated intervention an effective, inclusive strategy. Young Children. Harris, K. I., Pretti—FrontcZak, K., & Brown, T. (2009). Peer-mediated intervention an effective, inclusive strategy. Young Children.
go back to reference Hart, S. L., & Banda, D. R. (2018). Examining the effects of peer mediation on the social skills of students with autism spectrum disorder as compared to their peers. Education and Training in Autism and Developmental Disabilities, 53(2), 160–175. https://doi.org/10.2307/26495267CrossRef Hart, S. L., & Banda, D. R. (2018). Examining the effects of peer mediation on the social skills of students with autism spectrum disorder as compared to their peers. Education and Training in Autism and Developmental Disabilities, 53(2), 160–175. https://​doi.​org/​10.​2307/​26495267CrossRef
go back to reference Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R., & Cox, S. (2015). A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: A randomized trial in kindergarten and first grade. Journal of Autism and Developmental Disorders, 45(6), 1809–1824. https://doi.org/10.1007/s10803-014-2340-2CrossRefPubMedPubMedCentral Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R., & Cox, S. (2015). A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: A randomized trial in kindergarten and first grade. Journal of Autism and Developmental Disorders, 45(6), 1809–1824. https://​doi.​org/​10.​1007/​s10803-014-2340-2CrossRefPubMedPubMedCentral
go back to reference Lu, C. W., & Wang, H. F. (2000). An experimental study for the effects of reciprocal peer tutoring program on elementary students’ performance, anxiety and metacognition of mathematical problem solving [同儕交互指導數學解題方案對國小學童數學解題表現, 數學焦慮及 後設認知影響之實驗研究]. Journal of National Hualien Teachers College [花蓮師院學報], (10), 273–298. Retrieved from http://w1.dorise.info/JCSE/paper_detail.php?pid=020120000000100273 Lu, C. W., & Wang, H. F. (2000). An experimental study for the effects of reciprocal peer tutoring program on elementary students’ performance, anxiety and metacognition of mathematical problem solving [同儕交互指導數學解題方案對國小學童數學解題表現, 數學焦慮及 後設認知影響之實驗研究]. Journal of National Hualien Teachers College [花蓮師院學報], (10), 273–298. Retrieved from http://​w1.​dorise.​info/​JCSE/​paper_​detail.​php?​pid=​0201200000001002​73
go back to reference Luiselli, J. K., & Reed, D. D. (2011). Social validity. In S. Goldstein & J. A. Naglieri (Eds.), Encyclopedia of child behavior and development. Springer. Luiselli, J. K., & Reed, D. D. (2011). Social validity. In S. Goldstein & J. A. Naglieri (Eds.), Encyclopedia of child behavior and development. Springer.
go back to reference Maich, K., Hall, C. L., van Rhijn, T., & Squires, K. (2018). Investigating stay, play, & talk: A peer-mediated social skills intervention for young children with autism spectrum disorder and other social challenges. Exceptionality Education International, 28, 82–104.CrossRef Maich, K., Hall, C. L., van Rhijn, T., & Squires, K. (2018). Investigating stay, play, & talk: A peer-mediated social skills intervention for young children with autism spectrum disorder and other social challenges. Exceptionality Education International, 28, 82–104.CrossRef
go back to reference Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23(1), 15–28. https://doi.org/10.1177/1088357608314370CrossRef Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23(1), 15–28. https://​doi.​org/​10.​1177/​1088357608314370​CrossRef
go back to reference Simpson, L. A., & Bui, Y. (2016). Effects of a peer-mediated intervention on social interactions of students with low-functioning autism and perceptions of typical peers. Education and Training in Autism and Developmental Disabilities, 162–178. Retrieved from https://www.jstor.org/stable/24827545 Simpson, L. A., & Bui, Y. (2016). Effects of a peer-mediated intervention on social interactions of students with low-functioning autism and perceptions of typical peers. Education and Training in Autism and Developmental Disabilities, 162–178. Retrieved from https://​www.​jstor.​org/​stable/​24827545
go back to reference Tsuei, M. P. (2006). The impact of peer-assisted learning strategies on elementary students’ Chinese language learning and peer relationships in the inclusive classroom. [運用同儕協助學習策略於國小融合教育國語文學習之研究]. Bulletin of Special Education [特 殊教育研究學刊], 30, 27–52. https://doi.org/10.6172/BSE200603.3001002CrossRef Tsuei, M. P. (2006). The impact of peer-assisted learning strategies on elementary students’ Chinese language learning and peer relationships in the inclusive classroom. [運用同儕協助學習策略於國小融合教育國語文學習之研究]. Bulletin of Special Education [特 殊教育研究學刊], 30, 27–52. https://​doi.​org/​10.​6172/​BSE200603.​3001002CrossRef
go back to reference Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
go back to reference Wu, Y., Chen, M., Lo, Y., & Chiang, C. (2020). Effects of peer-mediated instruction with AAC on science learning and communitive responses of students with significant cognitive disabilities in Taiwan. Research and Practice for Persons with Severe Disabilities, 45(3), 178–195. https://doi.org/10.1177/1540796919900955CrossRef Wu, Y., Chen, M., Lo, Y., & Chiang, C. (2020). Effects of peer-mediated instruction with AAC on science learning and communitive responses of students with significant cognitive disabilities in Taiwan. Research and Practice for Persons with Severe Disabilities, 45(3), 178–195. https://​doi.​org/​10.​1177/​1540796919900955​CrossRef
Metagegevens
Titel
Implementation of a Peer-Mediated Intervention to Teach Behavioral Expectations for Two Students on Autism Spectrum and a Student with ADHD in an Inclusive Elementary Classroom in Taiwan
Auteur
Yu-Ling Chen
Publicatiedatum
31-12-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 3/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-022-05873-9

Andere artikelen Uitgave 3/2024

Journal of Autism and Developmental Disorders 3/2024 Naar de uitgave

S:i: .developmental Approach and Targeted Treatment of Sensory Alterations

Brief Report: Differences in Naturalistic Attention to Real-World Scenes in Adolescents with 16p.11.2 Deletion