Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting

Autor/inn/en	Hansen, Sarah G.; Mowbray, Megan; Raulston, Tracy; Carnett, Amarie; Tullis, Christopher
Titel	Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting
Quelle	In: Focus on Autism and Other Developmental Disabilities, 38 (2023) 2, S.71-79 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576221108111
Schlagwörter	Peer Mediation; Intervention; Interpersonal Competence; Communication Skills; Preschool Children; Autism Spectrum Disorders; Social Behavior; Interpersonal Communication; Inclusion; Charter Schools; Direct Instruction; Attention; Peer Influence; Peer Relationship; Social Development + Suchen Sie Ihr Suchwort? Peer Group; Mediation; Interpersonale Kompetenz; Kommunikationsstil; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autism; Autismus; Social behaviour; Soziales Verhalten; Interpersonale Kommunikation; Inklusion; Charter school; Charter-Schule; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Aufmerksamkeit; Peer-Beziehungen; Soziale Entwicklung
Abstract	Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child-peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children's responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice 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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01