Gunn Katrine Sophie, Trembath David, Hudry Kristelle
Olga Tennison Autism Research Centre, School of Psychological Science, La Trobe University , Australia.
Dev Neurorehabil. 2014 Oct;17(5):327-38. doi: 10.3109/17518423.2013.778348. Epub 2013 Jul 19.
To determine whether pre-school children with Autism Spectrum Disorders (ASD) interact differently with their peers with ASD compared to their typically developing (TD) peers, across three activities (free play, structured group time and semi-structured play) in an early intervention setting.
We completed a series of non-experimental case studies involving 13 children with ASD and two TD peers.
We found trends, but no uniform differences, in the frequency or quality of means by which the children with ASD interacted with one another versus with their TD peers across the three contexts. The children with ASD interacted with both peer types more frequently during the semi-structured and structured activities, than during free play.
The children with ASD showed no clear bias towards one peer type over the other. Semi-structured activities may be the best context in which to facilitate peer interactions involving children with ASD in early intervention settings.
确定在早期干预环境下，患有自闭症谱系障碍（ASD）的学龄前儿童与患有ASD的同龄人互动方式是否与发育正常（TD）的同龄人不同，涉及三项活动（自由玩耍、结构化小组时间和半结构化玩耍）。
我们完成了一系列非实验性案例研究，涉及13名患有ASD的儿童和两名TD同龄人。
我们发现，在三种情境下，患有ASD的儿童彼此之间以及与TD同龄人互动的频率或方式质量存在趋势，但无统一差异。患有ASD的儿童在半结构化和结构化活动中与两种同龄人互动的频率均高于自由玩耍时。
患有ASD的儿童对一种同龄人类型没有明显偏向于另一种的倾向。在早期干预环境中，半结构化活动可能是促进涉及患有ASD儿童的同伴互动的最佳情境。
