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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-04-2014 | Original Paper

Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings

Auteurs: Erin E. McCurdy, Christine L. Cole

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2014

Abstract

Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed.

vorige artikel Reduction in Retinal Nerve Fiber Layer Thickness in Young Adults with Autism Spectrum Disorders

volgende artikel Social Smiling and Its Components in High-Risk Infant Siblings Without Later ASD Symptomatology

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Titel: Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings
Auteurs: Erin E. McCurdy
Christine L. Cole
Publicatiedatum: 01-04-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 4/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-013-1941-5

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