Preschool Peer Social Intervention in Autism Spectrum Disorder PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Preschool Peer Social Intervention in Autism Spectrum Disorder PDF full book. Access full book title Preschool Peer Social Intervention in Autism Spectrum Disorder by Nirit Bauminger-Zviely. Download full books in PDF and EPUB format.
Author: Nirit Bauminger-Zviely Publisher: ISBN: 9783030790813 Category : Languages : en Pages : 0
Book Description
This book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation. The book outlines the PPSI's transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child's natural social environment, such as preschool, and it includes the child's social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains. Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children's immediate social experience with peers, but also their future social competence that relies on these early building blocks. .
Author: Nirit Bauminger-Zviely Publisher: ISBN: 9783030790813 Category : Languages : en Pages : 0
Book Description
This book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation. The book outlines the PPSI's transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child's natural social environment, such as preschool, and it includes the child's social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains. Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children's immediate social experience with peers, but also their future social competence that relies on these early building blocks. .
Author: Nirit Bauminger-Zviely Publisher: Springer Nature ISBN: 3030790800 Category : Education Languages : en Pages : 267
Book Description
This book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation. The book outlines the PPSI’s transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child’s natural social environment, such as preschool, and it includes the child’s social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains. Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children’s immediate social experience with peers, but also their future social competence that relies on these early building blocks.
Author: Tricia McCollum Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
The purpose of this study was to determine the effectiveness of a peer mediated intervention to increase social communication acts of preschool children with autism spectrum disorder (ASD). Utilizing a single-subject A-B design across four peer dyads, I examined the overall effectiveness of the intervention in relation to specific nonverbal, verbal, and play behaviors and examine the generalization of social communication acts outside of the intervention period. The study participants consisted of four preschool children with ASD and one typically developing peer partner for each child with ASD. All participants attended integrated preschool settings. Intervention results were reported using visual analysis and participant effect size. The intervention showed small significant increases in some areas of nonverbal interactions, interactive play, and verbal interactions for some of the peer dyads, but not all. Strong levels of implementation fidelity and social validity were also reported.
Author: Anne-Katrin Muth Publisher: GRIN Verlag ISBN: 3668951268 Category : Psychology Languages : en Pages : 172
Book Description
Master's Thesis from the year 2017 in the subject Psychology - Developmental Psychology, University of Wales, Bangor, language: English, abstract: The emphasis of this study is on social timing during parent-child interaction in a real-life environment in preschoolers with ASD. As an additional feature, the children and adults in this sample received Musical Intervention Therapy (MIT) in North Wales in the United Kingdom (UK). This allows comparison of interaction with music (hereafter referred to as 'Music') and without music ('Interaction') within an MIT setting. Timing plays a vital role in communication. It allows perception and coordination of communication tools such as speech, facial expressions, and body language. For example, neurotypical individuals naturally sense when it is their turn to speak, and use pauses to emphasise or alter the meaning of what they are trying to convey. When timing is optimal and communication flows evenly, people remain largely unaware of its importance. On the contrary, erratic timing is noticed immediately. For example, when the audio or video transmission during a Skype-conversation lags behind, one can still carry on with his or her conversation but it becomes harder to read social cues and communication becomes tedious. Scholars refer to this type of timing as 'social timing'. Its role is to structure and organise the timing of verbal and non-verbal communication tools. Social timing is further split into the temporal organisation of our own body language and speech ('intrapersonal') and that between self and other ('interpersonal'). Social timing in parent-infant interaction plays a key role for long-term development of communication and social skills. The pioneers of developmental social timing studies focused on describing rhythmicity of pre-verbal communication in the 1970s. A decade later, advances in statistical methods allowed examination of intra- and interpersonal timing, which can be cyclical and synchronous respectively.
Author: Marjorie H. Charlop Publisher: Springer ISBN: 3319725009 Category : Psychology Languages : en Pages : 177
Book Description
This book discusses the deficits in the development and presentation of play behavior and social skills that are considered central characteristics of autism spectrum disorder (ASD). The book explains why play provides an important context for social interactions and how its absence can further exacerbate social deficits over time. It highlights the critical roles of social skills in development, and the social, cognitive, communication, and motor components of play. Chapters offer conceptually and empirically sound play and social skills interventions for children with ASD. Play activities using diverse materials and including interactions with peers and parents are designed to promote positive, effective social behaviors and encourage continued development. The book provides unique strategies that can be tailored to fit individual children’s strengths and deficits. Topics featured in this book include: Naturalistic Teaching Strategies (NaTS) for developing play and social skills. Teaching play and social skills with video modeling. Peer-mediated intervention (PMI) strategies that promote positive social interactions between children with ASD and their peers. Visual Activity Schedules and Scripts. Parent-implemented play and social skills intervention. Play and Social Skills for Children with Autism Spectrum Disorder is a must-have resource for researchers, clinicians, and graduate students in clinical child and school psychology, behavioral therapy/rehabilitation, social work, public health, and related psychology, education, and behavioral health fields.
Author: Ana D. Duenas Publisher: ISBN: 9781088371497 Category : Electronic dissertations Languages : en Pages : 164
Book Description
Social inclusion of children with autism spectrum disorder (ASD) within educational settings requires ongoing interactions with typical peers that are positively perceived by peers without disabilities, and the formation and maintenance of friendships within those settings (Koster, Nakken, Pijl, & vanHouten, 2009; Locke, Kang-Yi, Pellecchia, & Mandell, 2018; Stahmer & Ingersoll, 2004; Whitaker, 2004). The absence of direct intervention and peer and staff training can contribute to social isolation in children with ASD (Osler & Osler, 2002). Children with ASD who are socially excluded may have higher levels of rejection and experience increased vulnerability to bullying (Cappadocia, Weiss & Pepler, 2012; Fisher, Moskowitz, & Hodapp, 2013; Symes & Humphrey, 2010). Therefore, children with ASD require effective interventions to fully benefit from inclusive education settings (Lord, 1993; Pelicano, Bolte, & Stahmer, 2018). In order to meet the complex social needs of children with autism, social communication interventions must intervene with the child with ASD and the environment and assess the generality of social communication outcomes. The purpose of this dissertation was to understand how current intervention strategies promote generalization and can be combined to improve social communication outcomes for young children with ASD in inclusive education settings. Three independent but related research studies presented in journal submission format follow this introduction as chapters 2-4. Chapter 2 is a meta-analysis of the current single-case experimental design literature on the use of video based intervention (VBI) to target generalization of social communication for preschool and kindergarten children with ASD. The intent of this review was to examine potential moderating variables, such as VBI procedures (e.g., multiple-exemplars, programming common stimuli, and training for generalization) on overall generalization effects and to better understand generalization practices within VBI that promote generalization. Effect sizes between baseline and generalization were computed using Tau-U. This study extends previous VBI meta analytic reviews by evaluating the efficacy of VBI on generalization effects using a non-parametric effect size measure (i.e., Tau-U). Results of the synthesis demonstrate VBI studies assessing generalization of social communication for young children with ASD have an omnibus generalization effect of .83 CI95 [.75-.91]. When VBI studies program generalization this effect is higher .88 CI95 [.80-.96]. Chapter 3 evaluates a packaged peer training intervention using a component analysis approach. An add-in with reversal design was used to evaluate peer training components on peer social responses. The results of the study primarily inform the peer training strategy used in Chapter 4 as part of the multi-component peer mediated approach. Chapter 4 examines the effects of a multi-component peer mediatedintervention on the social communication behaviors of children with ASD and their typical peers during in an inclusive educational setting. A multiple probe across dyads design was used to examine the effects of the intervention (e.g., multiple-exemplar video modeling) on social initiations and social communication exchanges. The study contributes to the emerging literature on the effects of multi-component interventions on social communication among preschools children with ASD. Chapter 5 merges themes across all three publishable papers regarding social-communication, multi-component peer mediated approaches, and the use of VBI to promote generalization.
Author: Marjorie Katherine McCalla Publisher: ISBN: Category : Children with autism spectrum disorders Languages : en Pages : 126
Book Description
Deficits in social interactions are considered the defining feature of Autism Spectrum Disorders (ASD) and are a powerful predictor of individual outcomes. Although a wide variety of methods for improving social skills in individuals with ASD have been examined, it is still unclear what approaches are most effective. This pilot study evaluated the efficacy of a new manualized social skills intervention package for preschoolers with ASD that integrated methods with demonstrated efficacy (i.e., ABA, peer training, and video modeling). Approximately two thirds of the intervention were delivered during free play in the classroom and on the playground, allowing children to practice their skills in a natural social environment. Nineteen children with ASD were assigned to either the treatment or wait-list control condition. Despite the small sample size and limited power to detect significant group differences, parents reported that children in the treatment group demonstrated significantly fewer social/communication deficits following the intervention compared to those in the control group. Results also revealed that at the 10-week follow-up, children in the treatment group demonstrated more independent play skills. Findings suggest that this intervention may improve social and play skills for preschool children with ASD; however, further research with a larger sample is needed.
Author: Connie Kasari Publisher: Guilford Publications ISBN: 1462547575 Category : Education Languages : en Pages : 380
Book Description
The authoritative guide to implementing the Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention. With a strong evidence base, JASPER provides a clear, flexible structure to bolster early skills core to social communication development. The authors show how to assess 1- to 8-year-olds with autism spectrum disorder (ASD), set treatment targets, choose engaging play materials, tailor JASPER strategies to each individual, and troubleshoot common challenges.
Author: Elizabeth A. Laugeson Publisher: Routledge ISBN: 1136239618 Category : Education Languages : en Pages : 480
Book Description
The PEERS® Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program.
Author: Nirit Bauminger-Zviely
Author: Nirit Bauminger-Zviely
Author: Nirit Bauminger-Zviely
Author: Esther Ruch Katz
Author: Tricia McCollum
Author: Anne-Katrin Muth
Author: Marjorie H. Charlop
Author: Ana D. Duenas
Author: Marjorie Katherine McCalla
Author: Connie Kasari
Author: Elizabeth A. Laugeson