阶梯式同伴介入改善学前孤独症幼儿角色游戏中同伴互动行为的行动研究

基于应用行为分析（ABA）的干预是孤独症谱系障碍（ASD）儿童的主流干预手段之一，虽有大量循证证据支持其有效性，然而在实践中也引发了一些讨论。本文梳理了ABA在国内外ASD儿童干预领域的研究进展，重点围绕干预策略结构化程度、惩罚手段使用、技能泛化及家庭投入负荷等问题进行了澄清与探讨。文章进一步引入神经多样性视角，分析其对ABA伦理实践的启示。在此基础上，从技术优化、家庭支持、专业能力及公众信任建设等方面提出对我国ABA干预服务优化的建议。本文旨在为ASD儿童行为干预的本土化发展与科学实践提供理性讨论与思考。

… Peer-mediated interventions are beneficial for children and youth with ASD because they increase the likelihood that learners with ASD will generalize new social skills to different …

PURPOSE A common goal of peer-mediated interventions is to train peers to successfully initiate and maintain social and linguistic interactions with a target child in the classroom. Ample evidence indicates that peer-mediated interventions improve social and linguistic outcomes for students in the primary and later grades with developmental disabilities; however, relatively little work has focused on applying these approaches to socially isolated preschoolers who are vulnerable to academic and social challenges. In this early-stage feasibility study, we examined the potential of Promoting Early Engagement, Relationships, and Socialization (PEERS), a peer-mediated intervention designed to support socially isolated preschoolers. The main goal was to consider whether the intervention showed promise for improving the social and linguistic experiences of young, isolated children and was appropriate for implementation in a preschool setting. METHOD In one preschool classroom, two peers who were well connected to their classmates were trained via storybook-based activities to provide social support to an isolated classmate. In-person and sensing technology observations were used to examine the target student's incoming peer interactions, outgoing peer interactions, and physical proximity to peers. RESULTS In-person observations showed a trend toward increased interactions; sensing technology data, which provided longer snapshots of classroom experiences, were more variable. In addition, teachers perceived PEERS to be appropriate and effective. CONCLUSION The findings of this study support further investigation of storybook-based peer-mediated interventions in preschool settings to improve the social and linguistic experiences of children who are socially isolated.

… goal because it will likely lead to greater peer effort to interact with children with autism, and to more … on peer-mediated social skills training strategies used with children with autism. The …

Background This study compared two interventions for improving the social skills of high functioning children with ASD in general education classrooms. One intervention involved a peer-mediated approach (PEER) and the other involved a child-assisted approach (CHILD). Method The two interventions were crossed in a 2 × 2 factorial design yielding control, PEER, CHILD, and both PEER and CHILD conditions. Sixty children participated from fifty-six classrooms in thirty schools. Interventions involved twelve sessions over six weeks, with a three-month follow up. Outcome measures included self, peer and teacher reports of social skills and independent weekly observations of children on their school playground over the course of the intervention. Results Significant improvements were found in social network salience, number of friendship nominations, teacher report of social skills in the classroom, and decreased isolation on the playground for children who received PEER interventions. Changes obtained at the end of the treatment persisted to the three-month follow-up. Conclusions These data suggest that significant improvements can be made in peer social connections for children with ASD in general education classrooms with a brief intervention, and that these gains persist over time.

Peer-mediated LEGO-based interventions have been a promising intervention to enhance the social skills of primary school students with ASD. This study examines the effectiveness of peer-mediated LEGO-based intervention in improving the social skills of primary school students in an integrated government school, looking into the findings, challenges, and recommendations. This LEGO-based intervention is a structured activity focusing on social initiations and responses. A total of 30 students, 10 students with ASD and 20 typically developing students, participated in a seven-week intervention that psychology students facilitated. These students were organized into ten groups, each consisting of two typically developing children and one child diagnosed with ASD. The findings showed a significant improvement in social skills regarding social responses and social initiations from the third week onwards. In addition, there was a slight decrease in the peer prompts by typically developing children post-intervention, which indicates that there are great opportunities for individuals with ASD to develop their independence. However, there are challenges faced during the intervention, which include limited resources, an unconducive environment, and time constraints. Regardless of the challenges, the findings showed a significant increase in social skills among primary school students with ASD. The results have implications that notify important authorities, such as educators and practitioners, to advocate for having a structured social skill intervention accommodated in government schools. Increasing the funds for necessary resources, such as intervention materials and teacher training, helps create an inclusive environment and support the social development of children with ASD.

Purpose: Peer relationships significantly impact the social development of children with Autism Spectrum Disorder (ASD), influencing their emotional well-being, academic performance, and overall quality of life. This study aims to explore the influence of peer relationships on the social development of children with ASD, identifying the challenges they face and the support systems that facilitate positive social outcomes. Methodology: This qualitative study involved 23 participants, including ten children with ASD, ten parents, and three teachers and support staff. Data were collected through semi-structured interviews and analyzed using NVivo software. Thematic analysis was conducted to identify recurring themes, and theoretical saturation was achieved to ensure comprehensive data coverage. Findings: The analysis revealed four main themes: Social Interaction Challenges, Peer Relationship Dynamics, Parental and Teacher Support, and Positive Outcomes. Social Interaction Challenges included difficulties in communication, sensory overload, social anxiety, and misinterpretation of social cues. Peer Relationship Dynamics covered forming and sustaining friendships, inclusion and exclusion, and the influence of peers. Parental and Teacher Support highlighted strategies for social development, the role of teachers, parental involvement, and community resources. Positive Outcomes encompassed improvement in social skills, building self-esteem, increased independence, and enhanced academic performance. Conclusion: Peer relationships play a crucial role in the social development of children with ASD. Despite significant challenges, targeted interventions and supportive environments can lead to substantial improvements in social competencies. The findings underscore the importance of inclusive settings, peer-mediated interventions, and active involvement of parents and teachers in fostering positive social interactions for children with ASD.

Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.

… intervention was to improve peer interactions and meaningful play on the playground for four boys With autism by … First teachers reduced the physical prompting by stepping out of the …

SYNOPSIS It is clear that children with autism benefit from intensive, early intervention that focuses on increasing the frequency, form, and function of communicative acts. Intervention methods that draw from a range of philosophies and make use of varying degrees of adult direction have been shown to be effective in increasing language and communicative behaviors, although direct comparisons among methods, controlled studies with random assignment to treatments, and long-term outcome studies are, as yet, lacking. Available evidence shows that highly structured behavioral methods have important positive consequences for these children, particularly in eliciting first words. However, the limitation of these methods in maintenance and generalization of skills suggests that many children with autism will need to have these methods supplemented with less adult-directed activities to increase communicative initiation and to carry over learned skills to new settings and communication partners. A review of programs aimed at language development in high functioning children with ASD points out the importance of thinking beyond words and sentences to the social functions of communication and language use when developing interventions. Although a range of adult-mediated programs are reviewed here, providing opportunities for mediated peer interactions with trained peers in natural settings appears to be especially important in maximizing the effects of this intervention.

… ing learning during preschool peer interactions. Nevertheless, researchers and theorists agree … Child looks at peer and copies the same action within 10 s. Simply placing a block on the …

… –24 months initiate play and interact with their peers during self-initiated play in preschools. Play is looked upon as a rich arena for observing toddler interaction. The ethnographic study …

This study explores how structured peer communication fosters an inclusive social environment for children with Autism Spectrum Disorder (ASD) at the London School Beyond Academy (LSBA). Using qualitative methods, including interviews and participatory action research, the study identifies three key domains of peer interaction: Play & Activities, Talk, and Helping Others. These interactions enhance social cohesion, mutual support, and communication skills, highlighting the potential of peer-based strategies like gamification and collaborative tasks. The findings align with the goals of inclusive education by reducing inequalities and promoting equitable opportunities, contributing to the Sustainable Development Goal (SDG) 10. This research provides actionable insights for educators and policymakers to create inclusive learning environments that empower children with ASD. 

… The failure to establish positive peer relationships during the preschool years, on the other hand, has been associated with deleterious outcomes in subsequent developmental periods …

… adult–child play interactions in preschool classrooms, based on … Classroom interactions between eight preschool teachers and … Good-fit interactions more frequently led to autonomous …

… interactive behavior is observed in regular nursery school or … system, and those children who interact with peers at a rate … action is related to how well a child is accepted by his or her …

Susanne A. Denham, Susan M. Renwick, Robert W. Holt, Working and Playing Together: Prediction of Preschool Social-Emotional Competence from Mother-Child Interaction, Child Development, Vol. 62, No. 2 (Apr., 1991), pp. 242-249