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ERIC Number: ED548797
Record Type: Non-Journal
Publication Date: 2012
Pages: 56
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-5350-2
Facilitating Peer Engagement between Children with Autism and Their Classmates at School
Kretzmann, Mark
ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles
This study examined an effort to improve peer engagement at elementary school for children with an autism spectrum disorder (ASD). Using a wait-list-controlled design, a manualized psychosocial intervention called Engage was delivered to children with ASD during lunchtime and recess. The initial treatment (IT) group consisted of seven (one female) elementary school students with autism and the wait-list (WL) group contained three (one female) children with ASD. The naturalistic intervention aimed to 1) reduce alone time and increase engagement with peers, 2) increase initiations and responses to peers, 3) activate school staff to facilitate peer engagement for children, and 4) demonstrate that children receiving the Engage intervention perceive more peer engagement and rate their overall lunchtime and recess experience higher than the children in the WL condition. Analyses revealed that the proportion of alone or unengaged time was significantly reduced for the IT group. While time spent engaged was not significantly increased for the IT group at exit, there was a significant treatment effect at midpoint. Child initiations and responses to peers were also significantly increased at midpoint but not at exit. School staff at the site where the initial treatment was delivered showed increased responsive and strategic behaviors around participants at lunch and recess compared to staff at the WL school. Lastly, children receiving the intervention reported playing with more peers and having an overall better lunch and recess experience than those in the wait-list group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A