NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1019453
Record Type: Journal
Publication Date: 2013-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0271-1214
Peer-Mediated Intervention for Preschoolers with ASD Implemented in Early Childhood Education Settings
Katz, Esther; Girolametto, Luigi
Topics in Early Childhood Special Education, v33 n3 p133-143 Nov 2013
The purpose of this study was to investigate the effects of peer intervention on the social interactions of children with autism spectrum disorder (ASD). In this model, a speech-language pathologist and three early childhood educators trained typically developing peers to engage children with ASD in play. Three preschool children with ASD and six peers participated. The peer intervention took place in early childhood classrooms during play sessions with blocks and play dough. A single-subject multiple baseline design across subjects was used to determine the effects of the intervention. All three children with ASD demonstrated significant gains in the number and length of their interactions with peers, and maintained their gains. The results provided preliminary evidence supporting this model of intervention. Treatment fidelity and social validation measures are documented.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Leiter International Performance Scale; Preschool Language Scale; Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale; Vineland Adaptive Behavior Scales