Literaturnachweis - Detailanzeige
| Autor/inn/en | Brock, Matthew E.; Dueker, Scott A.; Barczak, Mary A. |
|---|---|
| Titel | Brief Report: Improving Social Outcomes for Students with Autism at Recess through Peer-Mediated Pivotal Response Training |
| Quelle | In: Journal of Autism and Developmental Disorders, 48 (2018) 6, S.2224-2230 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-017-3435-3 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Play; Peer Relationship; Teacher Role; Peer Influence; Elementary School Students; Middle School Students; Training; Responses; Intervention; Interaction; Program Effectiveness; Teacher Attitudes; Student Attitudes; Randomized Controlled Trials; Comparative Analysis; Recess Breaks |
| Abstract | Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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