Literaturnachweis - Detailanzeige
Autor/inn/en | Dueñas, Ana D.; Wood, Christina; Maher, Courtney E.; Sanchula, Greeshma |
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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 |
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 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 |