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 | |
| State | Published - Oct 2010 |
Keywords
- Autism
- Direct instruction
- Peer training
- Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)
- Social skills
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Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4(4), 619-625. https://doi.org/10.1016/j.rasd.2009.12.005