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Facilitating Social Interactions with Peers in Specialized Early Childhood Settings for Young Children with ASD

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Title: Facilitating Social Interactions with Peers in Specialized Early Childhood Settings for Young Children with ASD
Language: English
Authors: Hume, Kara, Sam, Ann, Mokrova, Irina, Reszka, Stephanie, Boyd, Brian A.
Source: School Psychology Review. 2019 48(2):123-132.
Availability: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2019
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324B070219
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Autism, Pervasive Developmental Disorders, Interaction, Preschool Education, Peer Relationship, Preschool Children, Student Behavior, Inclusion, Peer Teaching, Program Implementation, Interpersonal Competence, Play, Environmental Influences, Class Activities, Adults, Teacher Role
DOI: 10.17105/SPR-2017-0134.V48-2
ISSN: 0279-6015
Abstract: Young children on the autism spectrum have minimal social interaction with their peers in inclusive preschool settings, thus limiting opportunities to build social relationships. Research indicates that explicitly training peers how to interact with classmates with autism spectrum disorder (ASD) can increase the likelihood of peer-directed behavior; however, less is known about other strategies that can be used to support the peer-related social interactions of children with ASD and how those strategies may be used in conjunction with trained peers. Video data were analyzed from 23 classrooms using the Learning Experiences and Alternative Program for Preschoolers and Their Parents model (an inclusive preschool program that emphasizes peer training and peer support) to provide a snapshot of environmental features and the role of implementation fidelity that may enhance or inhibit the social interaction of 52 children with ASD. Findings indicate that social interaction is most likely to occur when an adult is not present, during small group activities, pretend play, and large motor activities. Implications for practice are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2019
Accession Number: EJ1218766
Database: ERIC
FullText Text:
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  Data: Facilitating Social Interactions with Peers in Specialized Early Childhood Settings for Young Children with ASD
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+Review%22"><i>School Psychology Review</i></searchLink>. 2019 48(2):123-132.
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  Data: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
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  Data: 10.17105/SPR-2017-0134.V48-2
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  Data: 0279-6015
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Young children on the autism spectrum have minimal social interaction with their peers in inclusive preschool settings, thus limiting opportunities to build social relationships. Research indicates that explicitly training peers how to interact with classmates with autism spectrum disorder (ASD) can increase the likelihood of peer-directed behavior; however, less is known about other strategies that can be used to support the peer-related social interactions of children with ASD and how those strategies may be used in conjunction with trained peers. Video data were analyzed from 23 classrooms using the Learning Experiences and Alternative Program for Preschoolers and Their Parents model (an inclusive preschool program that emphasizes peer training and peer support) to provide a snapshot of environmental features and the role of implementation fidelity that may enhance or inhibit the social interaction of 52 children with ASD. Findings indicate that social interaction is most likely to occur when an adult is not present, during small group activities, pretend play, and large motor activities. Implications for practice are discussed.
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  Data: EJ1218766
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        Value: 10.17105/SPR-2017-0134.V48-2
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 123
    Subjects:
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Preschool Education
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Preschool Children
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      – SubjectFull: Student Behavior
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      – SubjectFull: Inclusion
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      – SubjectFull: Peer Teaching
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      – SubjectFull: Program Implementation
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      – SubjectFull: Teacher Role
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      – TitleFull: Facilitating Social Interactions with Peers in Specialized Early Childhood Settings for Young Children with ASD
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              Y: 2019
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