Sreckovic Melissa A, Hume Kara, Able Harriet
University of Michigan - Flint, 303 E. Kearsley St, 430 French Hall, Flint, MI, 48502, USA.
FPG Child Development Institute, University of North Carolina at Chapel Hill, 517 South Greensboro Street, Carrboro, NC, 27510, USA.
J Autism Dev Disord. 2017 Aug;47(8):2556-2574. doi: 10.1007/s10803-017-3171-8.
Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network intervention implemented with three high school students with ASD. A multiple-baseline across participants design was used to evaluate the intervention on initiations and responses to and from students with ASD. The impact on frequency of victimization of students with ASD was also explored. Results indicate peer networks are effective at increasing social interactions of secondary students with ASD and provide preliminary support for the use of peer networks to reduce rates of bullying victimization.
建立积极的同伴关系很重要。不幸的是，由于青春期社交沟通方面的挑战以及同伴群体日益复杂，许多患有自闭症谱系障碍（ASD）的中学生与同伴进行的积极社交互动有限。本研究考察了对三名患有ASD的高中生实施同伴网络干预的效果。采用跨参与者的多基线设计来评估该干预对患有ASD的学生发起社交互动以及对社交互动的回应情况。同时还探讨了该干预对患有ASD的学生受欺负频率的影响。结果表明，同伴网络在增加患有ASD的中学生的社交互动方面是有效的，并为利用同伴网络降低欺凌受害率提供了初步支持。
