Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism |
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Authors: | Christena Blauvelt Harper Jennifer B G Symon William D Frea |
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Institution: | (1) Garden Grove Unified School District in Orange County, California State University, Los Angeles, CA, USA;(2) CSULA Division of Special Education and Counseling, California State University, 5151 State University Drive, Los Angeles, CA 90032, USA;(3) Autism Spectrum Therapies, Los Angeles, CA, USA |
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Abstract: | Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children
are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must
be carefully prepared to support effective social interactions. This study incorporated the motivational techniques of Pivotal
Response Training through peer-mediated practice to improve social interactions for children with autism during recess activities.
A multiple baseline design across subjects was used to assess social skills gains in two elementary school children. The results
demonstrated an increase in important social skills, namely social initiations and turn taking, during recess. |
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Keywords: | Autism Peer-mediated strategies Inclusion Social skills School intervention Peer interactions Pivotal Response Training Initiations |
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