School of Psychology, University College Dublin, Dublin, D04 V1W8, Ireland.
Department of Psychology, University of Wollongong, Wollongong, Australia.
J Autism Dev Disord. 2020 Dec;50(12):4385-4400. doi: 10.1007/s10803-020-04464-w.
The political drive for inclusion means there are increasing numbers of children with autism spectrum disorder (ASD) being educated alongside their neurotypical peers. Pervasive victimisation has prompted the development of peer interventions targeting stigma. This study evaluated the 'Understanding Our Peers with Pablo' programme for effects on knowledge, attitudes and behavioural intentions of infant schoolchildren (N = 222) towards autistic peers. Classes were randomly assigned to an intervention or waitlist control condition. Change over time in knowledge of autism and attitudes and behavioural intentions towards familiar and unfamiliar peers was analysed using mixed analyses of variance. The intervention condition showed gains in knowledge and increased positive attitudes towards unfamiliar autistic peers (maintained over three-months). There were significant improvements in attitudes towards familiar autistic peers, and time-limited decreases in behavioural intentions across both conditions. Overall, results support the use of this programme in early-years education.
政治上的包容诉求意味着越来越多的自闭症谱系障碍（ASD）儿童与神经典型同龄人一起接受教育。广泛的受害现象促使人们针对污名开展了同伴干预措施。本研究评估了“了解我们的同伴 Pablo”计划对幼儿（N=222）对自闭症同伴的知识、态度和行为意向的影响。班级被随机分配到干预组或候补对照组。使用混合方差分析分析了自闭症知识、对熟悉和不熟悉同伴的态度和行为意向随时间的变化。干预组在知识方面有所提高，对不熟悉的自闭症同伴的态度更加积极（持续三个月）。在熟悉的自闭症同伴方面，态度有显著改善，并且在两个条件下，行为意向都有时间限制的下降。总的来说，结果支持在幼儿教育中使用该计划。
