Rodríguez-Medina Jairo, Martín-Antón Luis J, Carbonero Miguel A, Ovejero Anastasio
Center for Transdisciplinary Research in Education, University of Valladolid Valladolid, Spain.
Department of Psychology, Excellence Research Group GR179 Educational Psychology, University of Valladolid Valladolid, Spain.
Front Psychol. 2016 Dec 23;7:1986. doi: 10.3389/fpsyg.2016.01986. eCollection 2016.
Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.
自闭症谱系障碍（ASD）的特征是社交互动和沟通存在困难，这些困难在学校中尤为明显，尤其是在课间休息等结构化程度较低的情况下。课间休息为学生在自然环境中与同龄人建立关系提供了机会，而患有ASD的学生可能缺乏在没有支持的情况下运用必要技能的能力。我们采用单病例设计，评估了一种在课间休息时应用的干预措施，以提高一名小学二年级高功能ASD学生在无ASD同龄人的介导下的社交互动技能。这种干预包括不同的策略，通过直接指导、示范和在课间休息环境中进行的社交强化来引导无ASD的同龄人。经过14次训练后，观察到发起互动和回应互动的频率发生了变化，并且该学生保持低强度互动或独处的时间百分比呈下降趋势。教师和家长都察觉到社交技能有所改善，该学生获得了更多同龄人的接纳，社交互动的频率和时长也有所增加。这种干预措施可以帮助教师在包容性学校环境中应用基于研究的方法，提高高功能自闭症学生的一些社交互动技能。
