Effects of Peer Networks on the Social Interactions of High School Students with Autism Spectrum Disorders

Autor/inn/en	Gardner, Karen F.; Carter, Erik W.; Gustafson, Jenny R.; Hochman, Julia M.; Harvey, Michelle N.; Mullins, Teagan S.; Fan, Hannah
Titel	Effects of Peer Networks on the Social Interactions of High School Students with Autism Spectrum Disorders
Quelle	39 (2014) 2, S.100-118 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/1540796914544550
Schlagwörter	Peer Relationship; Peer Influence; Interaction; High School Students; Autism; Pervasive Developmental Disorders; Adolescents; Intervention; Social Development; Interpersonal Competence; Student Attitudes; Teacher Attitudes; Program Implementation; Fidelity; Program Effectiveness; Adjustment (to Environment); Behavior Rating Scales; Urban Schools; Observation; Coding; Surveys; Likert Scales; Vineland Adaptive Behavior Scales; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Interaktion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Entwicklung; Interpersonale Kompetenz; Schülerverhalten; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beobachtung; Codierung; Programmierung; Survey; Umfrage; Befragung; Likert-Skala
Abstract	Supporting social interactions and positive peer relationships is an important element of comprehensive secondary education and transition programming. For many adolescents with autism spectrum disorders (ASDs), such social connections may be fairly limited apart from intentional programming. We examined the efficacy and social validity of peer network interventions as an avenue for promoting social interactions and social skills for two high school students with ASD. The introduction of peer networks was accompanied by substantial increases in peer interactions for both students. Adult facilitators, peer partners, and students with ASD each considered the intervention to be acceptable and feasible to implement. We offer recommendations for designing social-focused interventions for adolescents with ASD and highlight future research directions. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01