ERIC Number: EJ792468
Record Type: Journal
Publication Date: 2008-May
Pages: 12
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0162-3257
EISSN: N/A
Recess Is Time-In: Using Peers to Improve Social Skills of Children with Autism
Harper, Christena Blauvelt; Symon, Jennifer B. G.; Frea, William D.
Journal of Autism and Developmental Disorders, v38 n5 p815-826 May 2008
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.
Descriptors: Elementary School Students, Play, Autism, Interpersonal Competence, Recess Breaks, Peer Relationship, Social Development, Skill Development
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/84042