Increasing Joint Attention and Social Play through Peer-Mediated Intervention: A Single Case Design

Autor/inn/en	Krier, Jessie; Lambros, Katina M.
Titel	Increasing Joint Attention and Social Play through Peer-Mediated Intervention: A Single Case Design
Quelle	In: Psychology in the Schools, 58 (2021) 3, S.494-514 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambros, Katina M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22460
Schlagwörter	Autism; Pervasive Developmental Disorders; Attention; Interpersonal Competence; Social Development; Play; Intervention; Evidence Based Practice; Elementary School Students; Grade 3; Preschool Children; Program Effectiveness + Suchen Sie Ihr Suchwort? Autismus; Aufmerksamkeit; Interpersonale Kompetenz; Soziale Entwicklung; Spiel; School year 03; 3. Schuljahr; Schuljahr 03; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This study evaluated the effectiveness of a peer-mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer-mediated interventions are an evidence-based practice, but there is limited research on using peers outside of the target student's classroom and using them with severely impacted students. In this study, the research team trained third-grade peers to work with preschoolers with ASD in one-on-one play sessions. JA, parallel play, and common focus play were increased during intervention, while solitary and unoccupied play were decreased. Social validity was high as reported by participants. This study provides promising data for increased inclusion of severely impacted students, with benefits for all students involved. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01