Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism

Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social i...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2008-05, Vol.38 (5), p.815-826
Main Authors: Harper, Christena Blauvelt, Symon, Jennifer B. G., Frea, William D.
Format: Article
Language:English
Subjects:
Autism
Autistic children
Autistic Disorder - psychology
Behavior therapy. Cognitive therapy
Behavioral Science and Psychology
Biological and medical sciences
Child
Child and School Psychology
Communication
Elementary School Students
Humans
Interpersonal Competence
Interpersonal Relations
Male
Medical sciences
Neurosciences
Original Paper
Pediatrics
Peer Group
Peer Relationship
Peer relationships
Preschool Children
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Public Health
Recess Breaks
Skill Development
Social Behavior
Social Development
Social interaction
Social Perception
Social skills
Special education. Orthophony
Teaching - methods
Teaching Skills
Time Factors
Treatments
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Summary:Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the motivational techniques of Pivotal Response Training through peer-mediated practice to improve social interactions for children with autism during recess activities. A multiple baseline design across subjects was used to assess social skills gains in two elementary school children. The results demonstrated an increase in important social skills, namely social initiations and turn taking, during recess.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-007-0449-2