Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder

Autor/inn/en	Sreckovic, Melissa A.; Hume, Kara; Able, Harriet
Titel	Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 8, S.2556-2574 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sreckovic, Melissa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3171-8
Schlagwörter	Interpersonal Relationship; High School Students; Pervasive Developmental Disorders; Autism; Peer Relationship; Peer Groups; Adolescents; Bullying; Victims + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Autismus; Peer-Beziehungen; Gleichaltrigengruppe; Peer Group; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mobbing; Victim; Opfer
Abstract	Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network intervention implemented with three high school students with ASD. A multiple-baseline across participants design was used to evaluate the intervention on initiations and responses to and from students with ASD. The impact on frequency of victimization of students with ASD was also explored. Results indicate peer networks are effective at increasing social interactions of secondary students with ASD and provide preliminary support for the use of peer networks to reduce rates of bullying victimization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01