Training Peer Models to Promote Social Skills: Considerations for Practice

Autor/inn/en	Mathews, Therese L.; Vatland, Christopher; Lugo, Ashley M.; Koenig, Elizabeth A.; Gilroy, Shawn P.
Titel	Training Peer Models to Promote Social Skills: Considerations for Practice
Quelle	In: Focus on Autism and Other Developmental Disabilities, 33 (2018) 3, S.160-170 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357617735814
Schlagwörter	Peer Teaching; Autism; Pervasive Developmental Disorders; Program Effectiveness; Skill Development; Child Behavior; Interaction; Verbal Communication; Prompting; Generalization; Maintenance; Positive Reinforcement; Grade 4; Grade 5; Grade 6; Diagnostic Tests; Observation; Interpersonal Competence; Parochial Schools; Role Models; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Autismus; Kompetenzentwicklung; Qualifikationsentwicklung; Interaktion; Benutzerführung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Diagnostic test; Diagnostischer Test; Beobachtung; Interpersonale Kompetenz; Konfessionsschule; Identifikationsfigur
Abstract	Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01