Direct Observation of Peer-Related Social Interaction: Outcomes for Young Children with Autism Spectrum Disorders

Autor/inn/en	Boyd, Brian A.; Conroy, Maureen A.; Asmus, Jennifer; McKenney, Elizabeth
Titel	Direct Observation of Peer-Related Social Interaction: Outcomes for Young Children with Autism Spectrum Disorders
Quelle	In: Exceptionality, 19 (2011) 2, S.94-108 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Prosocial Behavior; Observation; Autism; Interpersonal Competence; Interaction; Peer Relationship; Pervasive Developmental Disorders; Preschool Children + Suchen Sie Ihr Suchwort? Beobachtung; Autismus; Interpersonale Kompetenz; Interaktion; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Deficits in social relatedness with same-age peers are a defining characteristic of children with Autism Spectrum Disorders and are likely to manifest themselves during social interactions with typically developing peers in classroom settings. Researchers have documented that children with Autism Spectrum Disorders engage in low rates of appropriate social behaviors with peers. However, there is a paucity of research focusing on the systematic assessment of prosocial behavior of children with Autism Spectrum Disorders during naturally occurring interactions prior to the implementation of an intervention. A critical first step in this process is to examine the context in which prosocial behaviors occur for children with Autism Spectrum Disorders. The purpose of this study was to descriptively examine the initiations, responses, and hypothesized outcomes of prosocial behaviors via direct observation of young children with Autism Spectrum Disorders in natural classroom settings. Results indicated that the participants displayed low rates of prosocial behaviors (i.e., initiations and responses) when interacting with their peers; however, when prosocial behaviors did occur many of the participants' prosocial behaviors were followed by obtaining a tangible item or peer attention. Implications and future directions of this study are addressed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10