McFadden Brandon, Kamps Debra, Heitzman-Powell Linda
Integrated Behavioral Technologies, Inc.
University of Kansas.
Res Autism Spectr Disord. 2014 Dec;8(12):1699-1712. doi: 10.1016/j.rasd.2014.08.015.
Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6-8). Elements of Peer Networks and Pivotal Response Training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses.
患有自闭症谱系障碍（ASD）的儿童在社交功能方面面临巨大挑战。研究表明，社交功能障碍使这一群体有别于正常发育的儿童和残疾儿童。本研究将几种基于证据的社交技能教学程序（即直接教学、启动、提示、同伴调解、偶然强化和代币制）直接应用于课间休息场景，以增加四名患有ASD的儿童（年龄在6至8岁之间）的适当社交行为。研究纳入了同伴网络和关键反应训练的要素（文献中的两种社交技能干预方案）。结果显示，目标儿童与其同伴之间的社交沟通显著增加，并且技能也推广到了非干预课间休息场景。
