Peer-Mediated Intervention: Enhancing the Social Conversational Skills of Adolescents with Autism Spectrum Disorder

Autor/inn/en	Bambara, Linda M.; Thomas, Amanda; Chovanes, Jacquelyn; Cole, Christine L.
Titel	Peer-Mediated Intervention: Enhancing the Social Conversational Skills of Adolescents with Autism Spectrum Disorder
Quelle	In: TEACHING Exceptional Children, 51 (2018) 1, S.7-17 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059918775057
Schlagwörter	Autism; Pervasive Developmental Disorders; Interpersonal Communication; Interpersonal Competence; Peer Teaching; Mentors; High School Students; Intervention + Suchen Sie Ihr Suchwort? Autismus; Interpersonale Kommunikation; Interpersonale Kompetenz; Peer group teaching; Peer Group Teaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Students with autism spectrum disorder (ASD) often experience conversational or pragmatic language difficulties which can interfere with reciprocal and sustained social interactions with peers (Paul, Orlovski, Marcinko, & Volkmar, 2009). Peer mediated intervention (PMI), in which typical peers serve as mentors, is emerging as an effective high school intervention approach for increasing overall social interactions (e.g., Hochman, Carter, Bottema-Beutel, Harvey, & Gustafson, 2015) and improving the conversational skills of students with ASD (e.g., Bambara et al., 2018). PMI offers several advantages for high school settings. First, it is an identified evidence-based practice, shown to effectively improve a wide range of social skills for students with ASD across all age groups (Wong et al., 2015). Second, it can be individualized to address specific student needs (Huber & Carter, 2016). Third, intervention takes place during naturally occurring social opportunities involving typical peers, the natural experts of adolescent conversations. This article explains how school practitioners can get started with PMI in a high school setting including initial considerations such as: (1) using a collaborative team approach for designing and implementing the PMI; (2) determining the location for the intervention and trainings; (3) selecting peers for the intervention; and (4) communicating the goals of the intervention, what it will involve, and its potential benefits to everyone involved (peers, focus students, and their families). The article goes on to discuss what students and peers need to know, specifically: (1) how to support sustained conversation; and (2) how to promote the use of new conversation skills. Lastly the article discusses how to train peers and monitor implementation using a four-step process. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01