Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms

Devender R. Banda; Stephanie L. Hart; Lan Liu-Gitz

doi:10.1016/j.rasd.2009.12.005

Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms

Devender R. Banda, Stephanie L. Hart, Lan Liu-Gitz

Education SPED

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57 Scopus citations

Abstract

This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with autism spectrum disorders in inclusion settings. The participants and their non-disabled peers were trained to initiate and respond to each other during center time, academic activities. We used a multiple-baseline design across participants to determine the effects of the intervention. Increased initiations and responses in all participants were noted. Implications for practice and research are discussed.

Original language	English
Pages (from-to)	619-625
Number of pages	7
Journal	Research in Autism Spectrum Disorders
Volume	4
Issue number	4
DOIs	https://doi.org/10.1016/j.rasd.2009.12.005
State	Published - Oct 2010

Keywords

Autism
Direct instruction
Peer training
Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)
Social skills

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abstract = "This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with autism spectrum disorders in inclusion settings. The participants and their non-disabled peers were trained to initiate and respond to each other during center time, academic activities. We used a multiple-baseline design across participants to determine the effects of the intervention. Increased initiations and responses in all participants were noted. Implications for practice and research are discussed.",

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Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms

Abstract

Keywords

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