Chelsea J. Amadi and Matthew E. Brock, Ohio State University.
Mary A. Barczak, University of Oklahoma.
Am J Intellect Dev Disabil. 2022 Sep 1;127(5):400-416. doi: 10.1352/1944-7558-127.5.400.
For students with autism, recess is often a missed opportunity to develop social competence and relationships. Although interventions have been developed to promote interactions and social skills for students with average or above-average intellectual functioning, there has been less focus on students with autism who have below-average intellectual functioning or who meet the criteria for intellectual disability. In this single-case design study, we tested the efficacy of a combined peer-mediated and social skills instruction intervention on the interactions, play, and social skills of three students with autism who met their state's criteria for alternate assessment for students with significant cognitive disabilities. Social skills instruction featured video models that portrayed same-aged peers demonstrating individualized social skills on the playground. For all three students, there were substantial increases in interactions, play and social skills, and students and their peers provided positive feedback about the intervention.
对于自闭症学生来说，课间休息通常是他们发展社交能力和人际关系的一个错失的机会。虽然已经开发出一些干预措施来促进具有平均或高于平均智力的学生的互动和社交技能，但对于智力低于平均水平或符合智力障碍标准的自闭症学生的关注较少。在这项单案例设计研究中，我们测试了一种结合同伴介导和社交技能指导干预对满足所在州对具有显著认知障碍的学生进行替代评估标准的三名自闭症学生的互动、游戏和社交技能的效果。社交技能指导采用视频模型，展示同龄同伴在操场上展示个性化的社交技能。对于所有三名学生，互动、游戏和社交技能都有了实质性的提高，学生和他们的同伴对干预措施也给予了积极的反馈。
