Implementing a Peer-Mediated Intervention in a Work-Based Learning Setting for Students with Autism Spectrum Disorders

Autor/inn/en	Athamanah, Lindsay S.; Cushing, Lisa S.
Titel	Implementing a Peer-Mediated Intervention in a Work-Based Learning Setting for Students with Autism Spectrum Disorders
Quelle	In: Education and Training in Autism and Developmental Disabilities, 54 (2019) 2, S.196-210 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism; Pervasive Developmental Disorders; Peer Teaching; Intervention; Work Experience Programs; High School Students; Job Skills; Interpersonal Competence; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Autismus; Peer group teaching; Peer Group Teaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Produktive Fertigkeit; Interpersonale Kompetenz; Unterrichtserfolg
Abstract	Abstract: Many youths with autism spectrum disorders (ASD) lack the skills necessary to secure and maintain post-high school employment. One intervention that may improve vocational skills and social interactions for individuals with ASD in the work place is peer-mediated interventions. Peer-mediated interventions (PMI) have consistently documented improvements in academic and social skills for students with ASD in both school-based and community settings. However, PMI have not been implemented in work-based learning (WBL) settings for transition-aged students with ASD and their general education peers. A multiple baseline across participants' design evaluated the impact of a PMI on three transition-age youth with ASD in a WBL setting in high school. Results demonstrated an increase in independent engagement in vocational skills and social interactions for all three students with ASD. Furthermore, improvements were observed in the quality of social interactions between the students with ASD and their general education peers across all dyads. Implications for practice, future research, and limitations are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01