Using Time-delay to Improve Social Play Skills with Peers for Children with Autism
作者： Daniella B. Liber , William D. Frea , Jennifer B. G. Symon
DOI: 10.1007/S10803-007-0395-Z
关键词: Developmental psychology 、 Social skills 、 Interpersonal relationship 、 Psychology 、 Autism 、 Task analysis 、 Social relation 、 Peer group 、 Interpersonal communication 、 Teaching method
摘要: Interventions that teach social communication and play skills are crucial for the development of children with autism. The time delay procedure is effective in teaching language acquisition, use language, discrete behaviors, chained activities to individuals autism developmental delays. In this study, three boys autism, attending a non-public school, were taught combined sequence requesting peer assistance, using graduated procedure. A multiple-baseline across subjects design demonstrated success multiple-step sequences. Results indicated an additional gain increase pretend by one participants. Two also generalization learned through
springer.com
sci-hub.se 参考文章(22)
Phillip S. Strain, James J. Fox, Peers as Behavior Change Agents for Withdrawn Classmates Springer, Boston, MA. pp. 167- 198 ,(1981) , 10.1007/978-1-4613-9808-0_5
Ilene S. Schwartz, Stephen R. Anderson, James W. Halle, Training Teachers to Use Naturalistic Time Delay: Effects on Teacher Behavior and on the Language Use of Students: The Journal of The Association for Persons With Severe Handicaps. ,vol. 14, pp. 48- 57 ,(1989) , 10.1177/154079698901400106
David L. Gast, Maureen E. Wall, Caregivers' Use of Constant Time Delay To Teach Leisure Skills to Adolescents or Young Adults with Moderate or Severe Intellectual Disabilities. Education and Training in Mental Retardation and Developmental Disabilities. ,vol. 32, ,(1997)
Kelle M. Laushey, L. Juane Heflin, Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders. ,vol. 30, pp. 183- 193 ,(2000) , 10.1023/A:1005558101038
Timothy E. Morse, Melinda Jones Ault, John W. Schuster, Mindy R. Crawford, Patricia Munson Doyle, Mark Wolery, Constant Time Delay with Chained Tasks: A Review of the Literature. Education and Treatment of Children. ,vol. 21, pp. 74- 106 ,(1998)
Debra Kamps, Jessica Royer, Erin Dugan, Tammy Kravits, Adriana Gonzalez-Lopez, Jorge Garcia, Katie Carnazzo, Leslie Morrison, Linda Garrison Kane, Peer Training to Facilitate Social Interaction for Elementary Students with Autism and Their Peers Exceptional Children. ,vol. 68, pp. 173- 187 ,(2002) , 10.1177/001440290206800202
Mark Wolery, Ariane Holcombe, Catherine Cybriwsky, Patricia Munson Doyle, John W. Schuster, Melinda Jones Ault, David L. Gast, Constant time delay with discrete responses: a review of effectiveness and demographic, procedural, and methodological parameters. Research in Developmental Disabilities. ,vol. 13, pp. 239- 266 ,(1992) , 10.1016/0891-4222(92)90028-5
Tristram Smith, Nina Watthen Lovaas, O. Ivar Lovaas, Behaviors of children with high‐functioning autism when paired with typically developing versus delayed peers: a preliminary study Behavioral Interventions. ,vol. 17, pp. 129- 143 ,(2002) , 10.1002/BIN.114
Howard Goldstein, Louise Kaczmarek, Ruth Pennington, Karin Shafer, Peer-mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis. ,vol. 25, pp. 289- 305 ,(1992) , 10.1901/JABA.1992.25-289
Jin -Pang Leung, Teaching spontaneous requests to children with autism using a time delay procedure with multi-component toys Journal of Behavioral Education. ,vol. 4, pp. 21- 31 ,(1994) , 10.1007/BF01560506