Promoting autistic children's peer interaction in an integrated early childhood setting using affection activities.
Group affection activities were used to increase the interaction of three autistic children with their nonhandicapped peers in an integrated early childhood setting. Peer interaction increased during free play when the affection activities were conducted, but not when similar activities without the affection component were used. This interaction included initiations by both the autistic and nonhandicapped children, with reciprocal interactions occurring more frequently with nonhandicapped peers who had participated in the affection activities.
Department of Special Education, George Peabody College of Vanderbilt University, Nashville, Tennessee 37203.
M A
MA
McEvoy
V M
VM
Nordquist
S
S
Twardosz
K A
KA
Heckaman
J H
JH
Wehby
R K
RK
Denny
D000339:Affect; D001321:Autistic Disorder / Q000523:psychology / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002675:Child, Preschool; D004519:Education, Special; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D012919:Social Behavior