Emory Autism Center, Department of Psychiatry & Behavioral Sciences, Emory University School of Medicine, 1551 Shoup Court, Decatur, GA, 30033, USA.
Department of Educational Psychology, Special Education, and Communication Disorders, College of Education and Human Development, Georgia State University, Atlanta, GA, USA.
J Autism Dev Disord. 2018 Jul;48(7):2530-2541. doi: 10.1007/s10803-018-3523-z.
Children with autism spectrum disorder (ASD) have difficulties interacting with same-aged peers during unstructured play (e.g., on the playground). Thirty-five toddler and preschool children with and without ASD participated in a structured 15-min outdoor play curriculum. The intervention, the Buddy Game, used familiar songs, movement, and games to promote peer social interaction. A 2 × 3 ANOVA assessed changes in overall targeted social behaviors during baseline, the Buddy Game, and generalization to free-pay. Multiple regression analyses examined factors related to increases in social interactions. Predictors were ASD status of child and age of child. Results indicated the Buddy Game increased overall social interactions and that social interactions were influenced more by ASD status than age. Implications for practitioners are highlighted.
自闭症谱系障碍（ASD）儿童在非结构化游戏（例如在操场上）中与同龄儿童互动存在困难。35 名患有和不患有 ASD 的幼儿和学龄前儿童参与了一个 15 分钟的结构化户外游戏课程。该干预措施，即“伙伴游戏”，使用熟悉的歌曲、动作和游戏来促进同伴社交互动。2×3 ANOVA 评估了在基线、“伙伴游戏”和自由游戏期间整体目标社交行为的变化。多元回归分析检查了与社交互动增加相关的因素。预测因子是儿童的 ASD 状况和年龄。结果表明“伙伴游戏”增加了整体社交互动，并且社交互动受 ASD 状况的影响大于年龄。强调了对从业者的影响。
