PROMOTING AUTISTIC CHILDREN'S PEER INTERACTION IN AN INTEGRATED EARLY CHILDHOOD SETTING USING AFFECTION ACTIVITIES
Identifieur interne : 00E342 ( Main/Exploration ); précédent : 00E341; suivant : 00E343PROMOTING AUTISTIC CHILDREN'S PEER INTERACTION IN AN INTEGRATED EARLY CHILDHOOD SETTING USING AFFECTION ACTIVITIES
Auteurs : Mary A. Mcevoy [États-Unis] ; Vey M. Nordquist ; Sandra Twardosz ; Kelly A. Heckaman ; Joseph H. Wehby ; R. Kenton DennySource :
- Journal of Applied Behavior Analysis [ 0021-8855 ] ; 1988-06.
English descriptors
- Teeft :
- Affection activities, Agreement percentages, Autistic child, Autistic children, Autistic peer interaction, Baseline, Behavior analysis, Data show, Developmental disabilities, Early childhood, Expressive language, Group activities, Group affection activities, Interaction, Interobserver agreement, Kindergarten classroom, Kindergarten dassroom, Kindergarten teacher, Mcevoy, Multiple peer exemplars, Nonhandicapped, Nonhandicapped children, Nonhandicapped peers, Nontarget, Nontarget peers, Other children, Peer, Peer initiations, Peer interaction, Preschool games, Present study, Reciprocal interaction, Reciprocal interactions, Reciprocal peer interaction, Sessions figure, Social behavior, Social interaction, Social interaction skills, Standardized test scores, Target peers, Total number, Vanderbilt university.
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.
Url:
DOI: 10.1901/jaba.1988.21-193
Affiliations:
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Heckaman</name><affiliation><wicri:noCountry code="no comma">GEORGE PEABODY COLLEGE OF VANDERBILT UNIVERSITY</wicri:noCountry></affiliation></author><author><name sortKey="Wehby, Joseph H" sort="Wehby, Joseph H" uniqKey="Wehby J" first="Joseph H." last="Wehby">Joseph H. Wehby</name><affiliation><wicri:noCountry code="no comma">GEORGE PEABODY COLLEGE OF VANDERBILT UNIVERSITY</wicri:noCountry></affiliation></author><author><name sortKey="Denny, R Kenton" sort="Denny, R Kenton" uniqKey="Denny R" first="R. Kenton" last="Denny">R. 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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.</div></front></TEI><affiliations><list><country><li>États-Unis</li></country><region><li>Tennessee</li></region></list><tree><noCountry><name sortKey="Denny, R Kenton" sort="Denny, R Kenton" uniqKey="Denny R" first="R. Kenton" last="Denny">R. Kenton Denny</name><name sortKey="Heckaman, Kelly A" sort="Heckaman, Kelly A" uniqKey="Heckaman K" first="Kelly A." last="Heckaman">Kelly A. Heckaman</name><name sortKey="Nordquist, Vey M" sort="Nordquist, Vey M" uniqKey="Nordquist V" first="Vey M." last="Nordquist">Vey M. Nordquist</name><name sortKey="Twardosz, Sandra" sort="Twardosz, Sandra" uniqKey="Twardosz S" first="Sandra" last="Twardosz">Sandra Twardosz</name><name sortKey="Wehby, Joseph H" sort="Wehby, Joseph H" uniqKey="Wehby J" first="Joseph H." last="Wehby">Joseph H. Wehby</name></noCountry><country name="États-Unis"><region name="Tennessee"><name sortKey="Mcevoy, Mary A" sort="Mcevoy, Mary A" uniqKey="Mcevoy M" first="Mary A." last="Mcevoy">Mary A. Mcevoy</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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