The influence of nonhandicapped peers on the social interactions of children with a pervasive development disorder
This study investigated whether or not children with autism or a related pervasive developmental disorder (PDD) can benefit from regular opportunities to interact with a normally developing peer, matched as to sex and age. An experimental design with random assignment of subjects to treatment and co...
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| Published in | Journal of autism and developmental disorders Vol. 26; no. 3; p. 303 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
United States
01.06.1996
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0162-3257 |
| DOI | 10.1007/BF02172476 |
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| Abstract | This study investigated whether or not children with autism or a related pervasive developmental disorder (PDD) can benefit from regular opportunities to interact with a normally developing peer, matched as to sex and age. An experimental design with random assignment of subjects to treatment and control groups was used to demonstrate the impact of this peer-mediated intervention. In the treatment group, we found significant improvements in the social behavior of the children with PDD. Several gains were also generalized to interactions with an unfamiliar nonhandicapped peer, to interactions with another child with PDD, and to the large school setting. In the untreated control group, no positive changes were observed. Results suggest that children with PDD can develop peer relations if appropriate social contexts are made available for them. |
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| AbstractList | This study investigated whether or not children with autism or a related pervasive developmental disorder (PDD) can benefit from regular opportunities to interact with a normally developing peer, matched as to sex and age. An experimental design with random assignment of subjects to treatment and control groups was used to demonstrate the impact of this peer-mediated intervention. In the treatment group, we found significant improvements in the social behavior of the children with PDD. Several gains were also generalized to interactions with an unfamiliar nonhandicapped peer, to interactions with another child with PDD, and to the large school setting. In the untreated control group, no positive changes were observed. Results suggest that children with PDD can develop peer relations if appropriate social contexts are made available for them.This study investigated whether or not children with autism or a related pervasive developmental disorder (PDD) can benefit from regular opportunities to interact with a normally developing peer, matched as to sex and age. An experimental design with random assignment of subjects to treatment and control groups was used to demonstrate the impact of this peer-mediated intervention. In the treatment group, we found significant improvements in the social behavior of the children with PDD. Several gains were also generalized to interactions with an unfamiliar nonhandicapped peer, to interactions with another child with PDD, and to the large school setting. In the untreated control group, no positive changes were observed. Results suggest that children with PDD can develop peer relations if appropriate social contexts are made available for them. This study investigated whether or not children with autism or a related pervasive developmental disorder (PDD) can benefit from regular opportunities to interact with a normally developing peer, matched as to sex and age. An experimental design with random assignment of subjects to treatment and control groups was used to demonstrate the impact of this peer-mediated intervention. In the treatment group, we found significant improvements in the social behavior of the children with PDD. Several gains were also generalized to interactions with an unfamiliar nonhandicapped peer, to interactions with another child with PDD, and to the large school setting. In the untreated control group, no positive changes were observed. Results suggest that children with PDD can develop peer relations if appropriate social contexts are made available for them. |
| Author | Roeyers, H |
| Author_xml | – sequence: 1 givenname: H surname: Roeyers fullname: Roeyers, H organization: Research Group, University of Ghent, Belgium |
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| PublicationTitle | Journal of autism and developmental disorders |
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| References | 3884641 - J Child Psychol Psychiatry. 1985 Mar;26(2):193-214 3558287 - J Autism Dev Disord. 1986 Sep;16(3):249-62 3654485 - J Autism Dev Disord. 1987 Sep;17(3):315-32 6391193 - Am J Orthopsychiatry. 1984 Oct;54(4):544-557 1531343 - J Child Psychol Psychiatry. 1992 Jan;33(1):67-105 2924660 - Child Dev. 1989 Apr;60(2):440-53 6829730 - Am J Orthopsychiatry. 1983 Jan;53(1):81-91 2923611 - Behav Modif. 1989 Jan;13(1):32-50 |
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| SubjectTerms | Adolescent Autistic Disorder - psychology Autistic Disorder - rehabilitation Child Child Development Disorders, Pervasive - psychology Child Development Disorders, Pervasive - rehabilitation Child, Preschool Female Follow-Up Studies Humans Intelligence Mainstreaming (Education) Male Peer Group Play and Playthings Social Behavior Socialization |
| Title | The influence of nonhandicapped peers on the social interactions of children with a pervasive development disorder |
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