Component Analysis of a Peer Training Program for Teaching Social Responsiveness to Neurotypical Preschoolers

Autor/inn/en	Dueñas, Ana D.; Wood, Christina; Maher, Courtney E.; Sanchula, Greeshma
Titel	Component Analysis of a Peer Training Program for Teaching Social Responsiveness to Neurotypical Preschoolers
Quelle	In: Education and Treatment of Children, 45 (2022) 4, S.383-387 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
DOI	10.1007/s43494-022-00073-7
Schlagwörter	Peer Teaching; Preschool Children; Interpersonal Competence; Video Technology; Teaching Methods; Self Management; Reinforcement; Peer Relationship; Autism Spectrum Disorders; Inclusion; Program Effectiveness + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstmanagement; Positive Verstärkung; Peer-Beziehungen; Autism; Autismus; Inklusion
Abstract	Successful social inclusion of children with autism in mainstream preschool settings requires ongoing social interactions with neurotypical (NT) peers. To meet the social needs of children with autism in these settings, NT peer training is needed. We evaluated the effects of video modeling, self-management, and reinforcement on social responses of NT preschool peers. Reinforcement appeared to be a critical component of NT peer training to teach responding to social interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01