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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-05-2008 | Original Paper

Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism

Auteurs: Christena Blauvelt Harper, Jennifer B. G. Symon, William D. Frea

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2008

Abstract

Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the motivational techniques of Pivotal Response Training through peer-mediated practice to improve social interactions for children with autism during recess activities. A multiple baseline design across subjects was used to assess social skills gains in two elementary school children. The results demonstrated an increase in important social skills, namely social initiations and turn taking, during recess.

vorige artikel Theory of Mind in Williams Syndrome Assessed Using a Nonverbal Task

volgende artikel The Modified Checklist for Autism in Toddlers: A Follow-up Study Investigating the Early Detection of Autism Spectrum Disorders

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Titel: Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism
Auteurs: Christena Blauvelt Harper
Jennifer B. G. Symon
William D. Frea
Publicatiedatum: 01-05-2008
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 5/2008
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-007-0449-2

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