Roeyers H
Research Group, University of Ghent, Belgium.
J Autism Dev Disord. 1996 Jun;26(3):303-20. doi: 10.1007/BF02172476.
This study investigated whether or not children with autism or a related pervasive developmental disorder (PDD) can benefit from regular opportunities to interact with a normally developing peer, matched as to sex and age. An experimental design with random assignment of subjects to treatment and control groups was used to demonstrate the impact of this peer-mediated intervention. In the treatment group, we found significant improvements in the social behavior of the children with PDD. Several gains were also generalized to interactions with an unfamiliar nonhandicapped peer, to interactions with another child with PDD, and to the large school setting. In the untreated control group, no positive changes were observed. Results suggest that children with PDD can develop peer relations if appropriate social contexts are made available for them.
本研究调查了患有自闭症或相关广泛性发育障碍（PDD）的儿童是否能从定期与发育正常的同龄伙伴（年龄和性别匹配）互动的机会中受益。采用将受试者随机分配到治疗组和对照组的实验设计来证明这种同伴介导干预的效果。在治疗组中，我们发现患有PDD的儿童的社交行为有显著改善。一些改善还扩展到与不熟悉的非残疾同伴的互动、与另一名患有PDD的儿童的互动以及大型学校环境中。在未接受治疗的对照组中，未观察到积极变化。结果表明，如果为患有PDD的儿童提供适当的社交环境，他们可以发展同伴关系。
