Combining Preferred Activities with Peer Support to Increase Social Interactions between Preschoolers with ASD and Typically Developing Peers

Autor/inn/en	Hu, Xiaoyi; Lee, Gabrielle T.; Watkins, Laci; Jiang, Yitong
Titel	Combining Preferred Activities with Peer Support to Increase Social Interactions between Preschoolers with ASD and Typically Developing Peers
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 4, S.272-287 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Gabrielle T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720987547
Schlagwörter	Preferences; Activities; Play; Preschool Children; Autism; Pervasive Developmental Disorders; Peer Relationship; Social Behavior; Intervention; Program Effectiveness; Interaction; Time Management; Inclusion; Prompting; Reinforcement; Preschool Education; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Peer-Beziehungen; Social behaviour; Soziales Verhalten; Interaktion; Zeitmanagement; Inklusion; Benutzerführung; Positive Verstärkung; Ausland
Abstract	This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-age children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental design across three peers was employed. Results indicated that the participants' social initiations and responses, as well as the percentage of time engaged in social play, increased following the preferred activity. Gains were also demonstrated across social interactions and time engaged in the preferred activity plus peer support condition. Increases in social interaction behaviors in typically developing peers were also observed, and positive intervention gains were maintained during 5-week follow-up sessions. Implications for research and practice for improving interaction between children with and without ASD in inclusive preschool settings are discussed. (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	2024/1/01