将偏好活动与同伴支持相结合,增加自闭症学龄前儿童与典型发育中的同伴之间的社交互动

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Xiaoyi Hu, G. Lee, Laci Watkins, Yitong Jiang
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引用次数: 3

摘要

这项研究评估了在同伴支持下使用偏好活动对患有自闭症谱系障碍(ASD)的学龄前儿童及其典型发展中的同伴的社交互动的影响。两名患有自闭症的学龄前儿童和六名在包容性课堂上的同龄人参与了这项研究。采用了跨三个同行的多探针单案例实验设计。结果表明,参与者的社交启动和反应,以及参与社交游戏的时间百分比,随着偏好的活动而增加。社交互动和参与首选活动的时间加上同伴支持条件也证明了收益。还观察到典型发展中的同龄人的社交行为有所增加,在为期5周的随访中保持了积极的干预效果。讨论了在包容性学前环境中改善ASD儿童和非ASD儿童之间互动的研究和实践意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Combining Preferred Activities With Peer Support to Increase Social Interactions Between Preschoolers With ASD and Typically Developing Peers
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.
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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