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

Research output: Contribution to journalArticle

43 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 languageEnglish
Pages (from-to)619-625
Number of pages7
JournalResearch in Autism Spectrum Disorders
Volume4
Issue number4
DOIs
StatePublished - Oct 2010

Keywords

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

Fingerprint Dive into the research topics of 'Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms'. Together they form a unique fingerprint.

  • Cite this