Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder

Locke, Jill; Rotheram-Fuller, Erin; Kasari, Connie

doi:10.1007/s10803-011-1437-0

Cited by 49 publications

(45 citation statements)

References 33 publications

(56 reference statements)

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“…This is unfortunate, because as the key intervention agents, peers are presumed to be an active treatment mechanism (Reichow & Volkmar, 2010). The omission of information about peer participants across studies and across reviews constrains our ability to draw strong conclusions about the essential characteristics of successful peer implementers (see Locke et al, 2012, for an example from an intervention other than PRT). 2.…”

Section: Addition Of Peer Coaches/peer Coach Selection To the "Particmentioning

confidence: 99%

Peer-Mediated Pivotal Response Treatment for Young Children With Autism Spectrum Disorders

Boudreau

Corkum

Meko

et al. 2015

Canadian Journal of School Psychology

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This review examined the effectiveness of peer-mediated pivotal response treatment (PM-PRT) to increase social-communication skills for children with autism spectrum disorders (ASD). A systematic review was conducted of all published studies examining PM-PRT in school-aged children with ASD, based on an established rubric. Five PM-PRT studies utilizing single-subject research designs were reviewed, involving 29 participants (8 with ASD and 21 peer coaches). Most studies of PM-PRT observed positive outcomes. However, the existing research base did not meet criteria for classification as promising or established evidence-based practice (EBP) for improving social skill deficits in children with ASD. More research is required for PM-PRT to be considered formally as EBP. This review may be used to guide clinical decisions for school psychologists and future research. Our aim was to highlight the rationale for, and core aspects of, this intervention and discuss school-based applications.

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Section: Addition Of Peer Coaches/peer Coach Selection To the "Particmentioning

confidence: 99%

Peer-Mediated Pivotal Response Treatment for Young Children With Autism Spectrum Disorders

Boudreau

Corkum

Meko

et al. 2015

Canadian Journal of School Psychology

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“…Locke et al (2012) investigated the use of peer models as an intervention for helping children with ASD overcome struggles with social difficulties and peer relationships within the classroom context. By collecting data on 60 elementary-age children, they found peer models helped students develop more frequent and stable connections than nonpeer models.…”

Section: Understanding Inclusionmentioning

confidence: 99%

Understanding the Puzzle Behind the Pictures

2017

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The growing visibility of autism spectrum disorder (ASD) and the trend toward inclusive classroom practices present teachers with the unique responsibility of providing an inclusive learning environment for all students. This study sought to explore how teachers may use children's picture books about autism to provide nondisabled students with experiences aimed at increasing student understandings toward autism. Researchers compiled 35 children's books for content analysis and identified significant themes presented as five assertions. Findings indicate children's picture books about autism may (a) teach readers about the core characteristics of ASD, (b) illustrate how individuals with autism may be "at risk," (c) expand on ways neurotypical children are similar and different to individuals with autism, (d) emphasize the importance of influential language, and (e) present insights about autism through the use of multiple perspectives. Findings with exemplar texts representative of each theme are presented, and practical classroom applications are discussed.

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“…33 Although individuals with ASD may desire greater social interaction, 34 they experience greater loneliness, social rejection, and bullying than their peers. 32,[35][36][37] For adults with autism, persistent social communication deficits are evident in their workforce participation. 38,39 While adults with ASD have little difficulty completing job-related tasks, navigating the social aspect of the workplace proves overwhelming for many people with ASD.…”

Section: Challenge: Improving Social Communication In Autism Through mentioning

confidence: 99%

From the small screen to the big world: mobile apps for teaching real-world face recognition to children with autism

Sung¹,

Bai²,

Bowen³

et al. 2015

AHCT

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Abstract:In their everyday situations, individuals with autism spectrum disorder (ASD) encounter problems perceiving and understanding the facial expressions of others. If people with ASD have difficulties interpreting facial emotions, it is not surprising that they would struggle in their daily social interactions. An important question is whether facial emotion skills can be learned through systematic instruction and training. The accessibility, portability, and engagement of mobile devices (ie, smartphones, tablets) afford exciting new opportunities for creating innovative apps in emotional face training. In this article, we review the current crop of facial emotion apps for autism. We evaluate the apps according to the following criteria: face-processing skills, social attributes, and usability. We discuss the key ingredients of faceprocessing apps that will help a person on the autism spectrum make the transition from the small screen of the mobile device to the big world of real life.

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Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder

Cited by 49 publications

References 33 publications

Peer-Mediated Pivotal Response Treatment for Young Children With Autism Spectrum Disorders

Peer-Mediated Pivotal Response Treatment for Young Children With Autism Spectrum Disorders

Understanding the Puzzle Behind the Pictures

From the small screen to the big world: mobile apps for teaching real-world face recognition to children with autism

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