Recess is time-in: using peers to improve social skills of children with autism.
Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the motivational techniques of Pivotal Response Training through peer-mediated practice to improve social interactions for children with autism during recess activities. A multiple baseline design across subjects was used to assess social skills gains in two elementary school children. The results demonstrated an increase in important social skills, namely social initiations and turn taking, during recess.
Harper
Christena Blauvelt
CB
Garden Grove Unified School District in Orange County, California State University, Los Angeles, CA, USA.
Symon
Jennifer B G
JB
Frea
William D
WD
D001321:Autistic Disorder / Q000523:psychology*; D002648:Child; D003142:Communication; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D012919:Social Behavior; D012938:Social Perception; D013663:Teaching / Q000379:methods; D013997:Time Factors