Prendeville Jo-Anne, Prelock Patricia A, Unwin Gregory
Department of Communication Sciences & Disorders, University of Cincinnati, Cincinnati, Ohio 45267, USA.
Semin Speech Lang. 2006 Feb;27(1):32-46. doi: 10.1055/s-2006-932437.
Children with autism spectrum disorders (ASD) have difficulty connecting with others because they often lack the communication, social interaction, and play skills necessary for developing relationships with their peers. This article highlights the characteristics of four peer intervention programs described in the literature that have been successful in facilitating the social connections between children with ASD and their typical peers. The environments established for intervention, the role of the typical peer, and the role of the adult are described across the four programs. A fifth peer intervention program is introduced that focuses on establishing peer connections in the home of the child with ASD while facilitating bids and responses for behavior regulation, social interaction, and joint attention in the child with ASD and his or her typical peer in the context of play. Implications for practice are provided as clinicians consider the role peer mediation has in intervention planning and implementation for children with ASD.
患有自闭症谱系障碍（ASD）的儿童在与他人建立联系方面存在困难，因为他们往往缺乏与同龄人建立关系所需的沟通、社交互动和玩耍技能。本文重点介绍了文献中描述的四个同伴干预项目的特点，这些项目在促进ASD儿童与正常发育同伴之间的社交联系方面取得了成功。文中描述了这四个项目中为干预所营造的环境、正常发育同伴的角色以及成人的角色。还介绍了第五个同伴干预项目，该项目侧重于在患有ASD的儿童家中建立同伴联系，同时在玩耍情境中促进患有ASD的儿童及其正常发育同伴进行行为调节、社交互动和共同注意力的发起与回应。当临床医生考虑同伴调解在ASD儿童干预计划和实施中的作用时，本文也提供了实践方面的启示。
