在综合幼儿环境中通过情感活动促进自闭症儿童的同伴互动。
Promoting autistic children's peer interaction in an integrated early childhood setting using affection activities.
作者信息
McEvoy M A, Nordquist V M, Twardosz S, Heckaman K A, Wehby J H, Denny R K
机构信息
Department of Special Education, George Peabody College of Vanderbilt University, Nashville, Tennessee 37203.
出版信息
J Appl Behav Anal. 1988 Summer;21(2):193-200. doi: 10.1901/jaba.1988.21-193.
Abstract
Group affection activities were used to increase the interaction of three autistic children with their nonhandicapped peers in an integrated early childhood setting. Peer interaction increased during free play when the affection activities were conducted, but not when similar activities without the affection component were used. This interaction included initiations by both the autistic and nonhandicapped children, with reciprocal interactions occurring more frequently with nonhandicapped peers who had participated in the affection activities.
摘要
在综合幼儿环境中，开展群体情感活动以增加三名自闭症儿童与非残疾同伴之间的互动。在进行情感活动时的自由玩耍期间，同伴互动有所增加，但使用没有情感成分的类似活动时则没有增加。这种互动包括自闭症儿童和非残疾儿童发起的互动，并且与参与情感活动的非残疾同伴之间的相互互动更为频繁。
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