Petursdottir Anna-Lind, McComas Jennifer, McMaster Kristen, Horner Kathy
University of Minnesota, USA.
J Appl Behav Anal. 2007 Summer;40(2):353-7. doi: 10.1901/jaba.2007.160-05.
This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play.
本研究考察了有脚本的同伴辅导阅读活动（有无与游戏相关的程序化常见刺激）对一名患有自闭症谱系障碍的幼儿园儿童与其发育正常的同伴辅导伙伴在自由游戏期间社交互动的影响。一项针对同伴的多基线撤除设计表明同伴辅导对社交互动没有影响。一项针对一名同伴的撤除设计以及针对另外两名同伴的持续基线设计表明，在同伴辅导活动中添加与游戏相关的常见刺激会增加自由游戏期间的社交互动。
