PROMOTING RECIPROCAL INTERACTIONS VIA PEER INCIDENTAL TEACHING

被引:106
作者
MCGEE, GG [1 ]
ALMEIDA, MC [1 ]
SULZERAZAROFF, B [1 ]
FELDMAN, RS [1 ]
机构
[1] UNIV MASSACHUSETTS,AMHERST,MA 01003
关键词
PEER INTERACTIONS; INCIDENTAL TEACHING; AUTISM; PRESCHOOL INTERVENTION; SOCIAL SKILLS;
D O I
10.1901/jaba.1992.25-117
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
This study evaluated peer incidental teaching as a strategy for increasing reciprocal peer interactions by children with autism. Three typical preschoolers were trained as peer tutors for 3 young children with autism. During a classroom free-play session, peer tutors used incidental teaching to obtain verbal labels of preferred toys by children with autism. A multiple baseline across the 3 target children showed replicated positive effects of the intervention. Adult supervision and assistance were then faded systematically, with resulting maintenance of increased reciprocal interactions. Multiple measures of the extent and limits of generalization suggested that 1 child increased interactions in free-play periods throughout the day, but none of the children showed increases at lunch. Teacher and peer ratings supported the social validity of positive findings.
引用
收藏
页码:117 / 126
页数:10
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