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document
Making the connection : randomized controlled trial of social skills at school for children with autism spectrum disorders . 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 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 3-month follow-up . CONCLUSIONS These data suggest that significant improvements can be made in peer social connections for children with autism spectrum disorders in general education classrooms with a brief intervention , and that these gains persist over time .
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Intervention_Educational
peer-mediated approach ( PEER )
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Intervention_Educational
child-assisted approach ( CHILD ) .
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Intervention_Educational
PEER
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Intervention_Educational
CHILD
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Intervention_Educational
both PEER and CHILD
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Outcome_Mental
social skills
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Participant_Age
children
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Participant_Condition
autism spectrum disorders
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Participant_Condition
high functioning children
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Participant_Condition
autism spectrum disorders