Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders.

ABSTRACT:

Background

  This study compared two interventions for improving the social skills of high functioning children with autism spectrum disorders 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 56 classrooms in 30 schools. Interventions involved 12 sessions over 6 weeks, with a 3-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 im

SUBMITTER: Kasari C 

PROVIDER: S-EPMC3238795 | biostudies-literature | 2012 Apr

REPOSITORIES: biostudies-literature