ERIC Number: ED295400
Record Type: RIE
Publication Date: 1983-Oct
Reference Count: N/A
The Use of Explicitly Trained Peers To Facilitate the Social Behavior of Autistic Children. Final Report.
Egel, Andrew L.; Shafer, Michael S.
The paper reviews the literature on the training of social behavior in autistic children and reports on a project which developed and evaluated a program which explicitly trained mildly handicapped peers to facilitate the social behavior of autistic children. The extensive literature review looks at the etiology of social deficits in autistic children and treatment of social deficits, specifically peer mediated intervention. In the study, three non-autistic but mildly handicapped subjects (ages 5.7 to 8.7 years) with good social skills were given explicit training in sharing with and praising one of three autistic subjects (ages 5.5 to 6.5 years) using modeling, practice with feedback, and training probe techniques. Results indicated that modeling plus direct prompting of interactions between a peer-trainer and an autistic student was an effective strategy; that this training increased both the frequency and duration of interactions; that these increases generalized to a play group with untrained peers present; and that for two of the autistic students, peer-training resulted in increased interactions with untrained peers. Seven pages of references are provided. (DR)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Innovation and Development.
Authoring Institution: Maryland Univ., College Park.