Crane Center for Early Childhood Education and Policy, Ohio State University, 334 PAES Building, 305 West 17th Avenue, Columbus, OH, 43210, USA.
Ohio State University, Columbus, OH, USA.
J Autism Dev Disord. 2018 Jun;48(6):2224-2230. doi: 10.1007/s10803-017-3435-3.
Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess.
许多患有自闭症谱系障碍（ASD）的学生在课间休息时难以与同龄人进行适当的互动和玩耍。在这项初步可行性研究中，我们测试了从业者实施的、同伴介导的关键反应训练（PRT）对 11 名小学和中学自闭症学生的疗效。参与者被随机分配到治疗组或对照组。我们在多个时间点测量结果，并使用时间嵌套在学生内的多层次建模分析数据。我们证明了同伴互动的大幅增加（d=1.13）和适当的同伴玩耍也有了显著的提高（d=0.89）。从业者和学生都提供了积极的反馈。这些发现表明，学校工作人员可以有效地促进同伴实施的 PRT，从而改善自闭症学生在课间休息时的社交结果。
