Schleien S J, Mustonen T, Rynders J E
University of Minnesota, USA.
J Autism Dev Disord. 1995 Aug;25(4):397-413. doi: 10.1007/BF02179375.
Two groups (one younger, one older) of children with autism participated in monthly art activities with same-age nondisabled peers at a children's museum. The study sought to investigate the feasibility of offering a cooperatively structured art education class for students with autism and nondisabled students, and to evaluate the effect of joint participation on the students' interactions with one another. Results indicated that both groups of children with autism were targeted for interactions from nondisabled peers significantly more often during intervention than during baseline, even though positive social interaction bids by nondisabled peers were rarely reciprocated and hardly ever initiated by peers with autism.
两组患有自闭症的儿童（一组年龄较小，一组年龄较大）在儿童博物馆与同龄的非残疾同伴一起参加每月一次的艺术活动。该研究旨在调查为自闭症学生和非残疾学生提供合作式结构化艺术教育课程的可行性，并评估共同参与对学生相互之间互动的影响。结果表明，在干预期间，两组自闭症儿童比在基线期更频繁地成为非残疾同伴互动的对象，尽管非残疾同伴积极的社交互动邀请很少得到回应，而且自闭症同伴几乎从不主动发起互动。
