Peer-Mediated Interventions to Increase the Social Interaction of Children With Autism: Consideration of Peer Expectancies

A variety of peer-related strategies to improve the social functioning of children With autism have been developed and empirically tested. Peer-mediated strategies typically involve the use of socially competent peers to model and reinforce appropriate social behavior. Promoting peer effort is an im...

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Bibliographic Details
Published in:Focus on autism and other developmental disabilities 2002-11, Vol.17 (4), p.198-207
Main Authors: DiSalvo, Carla A., Oswald, Donald P.
Format: Article
Language:English
Subjects:
Autism
Classroom Techniques
Early Childhood Education
Elementary Education
Interpersonal Communication
Interpersonal Competence
Peer Influence
Peer Relationship
Peer Teaching
Positive Reinforcement
Social Development
Social Skills Training
Socialization
Teaching Methods
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Summary:A variety of peer-related strategies to improve the social functioning of children With autism have been developed and empirically tested. Peer-mediated strategies typically involve the use of socially competent peers to model and reinforce appropriate social behavior. Promoting peer effort is an important component of such interventions and can be accomplished by altering peer expectations regarding their classmates With autism. Techniques include arranging situations or contingencies to promote optimal peer effort, teaching peers methods for reinforcing target skills in children With autism, teaching peers strategies for initiating interactions With children With autism, and teaching social skills to the children With autism. Peer-related approaches can be understood in the context of social learning theory. Several studies have shoWn that these strategies lead to substantial improvements in the social interactions of children With autism. Future research should continue to explore various peer-mediated socialization interventions, With an increased focus on the role of peer expectations.
ISSN:1088-3576
1538-4829
DOI:10.1177/10883576020170040201