Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers

被引：119

作者：

Pierce, K

Schreibman, L

机构：

[1] University of California, San Diego, CA

[2] Department of Psychology, University of California San Diego, San Diego

来源：

JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 1997年 / 30卷 / 01期

关键词：

autism; generalization; social behavior; peer trainers;

D O I：

10.1901/jaba.1997.30-157

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Two children with autism and 8 typical peers participated in a study designed to replicate an earlier finding of successful social-skills intervention for children with autism using peer-implemented pivotal response training (PRT) and to assess the effects of using multiple peer trainers on generalization of treatment effects. During training, peers were taught PRT strategies using didactic instruction, modeling, role playing, and feedback. After treatment, children with autism engaged in increased levels of social behavior.

引用

页码：157 / 160

页数：4