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ERIC Number: EJ1102805
Record Type: Journal
Publication Date: 2016-Jun
Pages: 17
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-2154-1647
Effects of a Peer-Mediated Intervention on Social Interactions of Students with Low-Functioning Autism and Perceptions of Typical Peers
Simpson, Lisa A.; Bui, Yvonne
Education and Training in Autism and Developmental Disabilities, v51 n2 p162-178 Jun 2016
Students with autism display challenges acquiring friendships and participating in relationships with typical peers. Social interaction is further impacted in students with low-functioning autism, necessitating consideration of their unique characteristics when designing and implementing interventions. This single-subject study examined the effects of a peer-mediated intervention on initiations and responses of four K-2 students with low-functioning autism and their second-grade peers. Students were taught a shared reading intervention using visual support, role-play, discussion, and peer reinforcement. Three participants with low-functioning autism increased mean responses to peer initiations from baseline to intervention stages. Further, second-grade students held positive perceptions of peers with autism and considered them as friends. The unexpected response pattern of one participant with low-functioning autism warrants further investigation into individual variation and peer group characteristics.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California