Supporting Peer Engagement for Low-Income Preschool Students with Autism Spectrum Disorder during Academic Instruction: A Pilot Randomized Trial

Autor/inn/en	Panganiban, Jonathan L.; Shire, Stephanie Y.; Williams, Justin; Kasari, Connie
Titel	Supporting Peer Engagement for Low-Income Preschool Students with Autism Spectrum Disorder during Academic Instruction: A Pilot Randomized Trial
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 8, S.2175-2187 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Panganiban, Jonathan L.) ORCID (Shire, Stephanie Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613221085339
Schlagwörter	Peer Relationship; Students with Disabilities; Autism Spectrum Disorders; Preschool Children; Preschool Education; Teacher Role; Special Education; Low Income Students; Play; Attention; Student Participation; Time on Task; Interpersonal Communication; Intervention; Program Effectiveness; Interaction; Small Group Instruction; Expressive Language; Receptive Language; Urban Schools + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerrolle; Special needs education; Sonderpädagogik; Sonderschulwesen; Spiel; Aufmerksamkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Zeitaufwand; Interpersonale Kommunikation; Interaktion; Rezeptive Kommunikationsfähigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Schools are the portal through which many children with autism spectrum disorder access early intervention. Collaborating with teachers can be an effective way to implement evidence-based practices. In this study, teachers learned to embed strategies from the Joint Attention, Symbolic Play, Engagement, and Regulation intervention into the standard preschool curriculum. Twelve schools with special education preschool classrooms for students with moderate to severe disabilities from under-resourced neighborhoods were randomized to augment their curriculum with Joint Attention, Symbolic Play, Engagement, and Regulation strategies or continue the standard curriculum. Teachers' strategy implementation, children's time on task, and social communication were examined before and after completing the intervention phase. Teachers in the Joint Attention, Symbolic Play, Engagement, and Regulation group implemented more Joint Attention, Symbolic Play, Engagement, and Regulation strategies than the control group after the intervention phase. Children in both groups increased time on task during teacher-led small group instruction. Children in the Joint Attention, Symbolic Play, Engagement, and Regulation group were more likely to be engaged with peers during small group instruction at the end of the intervention phase. Children from both groups improved in standardized measures of joint attention, requesting, expressive language, and receptive language. Training teachers to embed Joint Attention, Symbolic Play, Engagement, and Regulation strategies into small group instruction can help facilitate peer engagement, providing children more opportunities for peer socialization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01