Increasing Play Skills in Children with Autism Spectrum Disorder via Peer-Mediated Matrix Training

Autor/inn/en	Hatzenbuhler, Elizabeth G.; Molteni, John D.; Axe, Judah B.
Titel	Increasing Play Skills in Children with Autism Spectrum Disorder via Peer-Mediated Matrix Training
Quelle	In: Education and Treatment of Children, 42 (2019) 3, S.295-319 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Play; Children; Autism; Pervasive Developmental Disorders; Teaching Methods; Preschool Children; Elementary Schools; Public Schools; Peer Teaching; Applied Behavior Analysis; Feedback (Response); Instructional Effectiveness; Graduate Students; Social Responsiveness Scale + Suchen Sie Ihr Suchwort? Spiel; Child; Kind; Kinder; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Peer group teaching; Peer Group Teaching; Unterrichtserfolg; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Matrix training is a generative instructional approach where stimulus pairings are taught with the goal of emergent responses occurring without direct instruction. The 4x4 matrix in this study was comprised of 16 characteraction pairs (e.g., princess sleeping, prince climbing) taught and tested in the context of play. The researcher trained peers without disabilities to provide instructions and feedback to three children with autism spectrum disorder (ASD) for four character-action pairings. In the context of a multiple baseline across participants design, results showed that untrained responses for the remaining character-action pairings emerged in 73% to 100% of opportunities across participants. In addition, responses for all participants occurred with novel peer trainers. For two of the three participants, responses also were demonstrated during independent play probes. Results of this study suggest that matrix training mediated by a peer can be an effective and efficient method for teaching play skills. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01