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Journal of Autism and Developmental Disorders
Gepubliceerd in:

01-06-2015 | Original Paper

A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade

Auteurs: Debra Kamps, Kathy Thiemann-Bourque, Linda Heitzman-Powell, Ilene Schwartz, Nancy Rosenberg, Rose Mason, Suzanne Cox

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2015

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Abstract

The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group.
vorige artikel Sociodemographic Barriers to Early Detection of Autism: Screening and Evaluation Using the M-CHAT, M-CHAT-R, and Follow-Up
volgende artikel Variation in the Profile of Anxiety Disorders in Boys with an ASD According to Method and Source of Assessment
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Metagegevens
Titel
A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade
Auteurs
Debra Kamps
Kathy Thiemann-Bourque
Linda Heitzman-Powell
Ilene Schwartz
Nancy Rosenberg
Rose Mason
Suzanne Cox
Publicatiedatum
01-06-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2340-2

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