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Investigating Stay, Play, & Talk: A peer-mediated social skills intervention for young children with Autism Spectrum Disorder and other social challenges

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Title: Investigating Stay, Play, & Talk: A peer-mediated social skills intervention for young children with Autism Spectrum Disorder and other social challenges
Author: Maich, Kimberly; Hall, Carmen L.; van Rhijn, Tricia; Squires, Kim
Department: Department of Family Relations and Applied Nutrition
Abstract: Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and post-intervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and post-intervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties.
URI: http://hdl.handle.net/10214/15927
Date: 2018-11-18
Rights Holder: Scholarship@Western © 2018
Citation: Maich, K., Hall, C. L., van Rhijn, T. M., & Squires, K. (2018) Investigating Stay, Play, & Talk: A Peer-Mediated Social Skills Intervention for Young Children with Autism Spectrum Disorder and Other Social Challenges. Exceptionality Education International, 28, 82-104. Retrieved from https://ir.lib.uwo.ca/eei/vol28/iss2/5


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