Peer-Based Interventions for Children and Youth with Autism Spectrum Disorder: History and Effects

Autor/in	Odom, Samuel L.
Titel	Peer-Based Interventions for Children and Youth with Autism Spectrum Disorder: History and Effects
Quelle	In: School Psychology Review, 48 (2019) 2, S.170-176 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Intervention; Peer Influence; Autism; Pervasive Developmental Disorders; Children; Youth; Peer Relationship; Interaction; Social Development; Student Behavior; Social Networks; Interpersonal Competence; Reinforcement; Elementary School Students; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Jugend; Jugendlicher; Jugendalter; Peer-Beziehungen; Interaktion; Soziale Entwicklung; Student behaviour; Schülerverhalten; Social network; Soziales Netzwerk; Interpersonale Kompetenz; Positive Verstärkung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Peer-mediated intervention has become a primary education practice in programs for children and youth with autism spectrum disorder (ASD). This article traces the emergence of peer-mediated interventions from early laboratory studies to the extensive applied research in the field that has documented the efficacy of the practice. Interventions to affect attitudes of peers toward their classmates with ASD and ecological features of classrooms that promote peer social interaction are discussed as indirect but important approaches to promoting the social engagement of children and youth with ASD. Three types of peer-mediated approaches--peer initiation, peer-mediated social networks, and peer support--are identified as more direct approaches to promoting the social engagement of children and youth with ASD. The article concludes with a discussion of the role of peer-mediated interventions in increasing the attractiveness (reinforcement value) of peer interaction for children and youth with ASD. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01