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- W155746827 abstract "Peer-mediated intervention is seen as promising to facilitate development of both social and cognitive skills in children with autism. However, peers have great difficulty in social interaction with children with autism, presumably diminishing the effect of the intervention. This difficulty does not lie with the children with autism alone - the inability of peers to understand social cues and behaviour of children with autism contributes. Therefore, we designed a peer training program to better enable the peers to interact. Typically developing children acted as peer play partners for children with autism. Following initial play sessions to measure the pre-training levels of cognitive play and social interaction, half of the peers underwent the peer training program, and the effect of the training on cognitive play and social interaction were measured, with the untrained peers as controls. No improvement in social interaction was shown by the untrained peers - experience alone was not enough. Trained peers showed large, and statistically significant, improvements. Clearly, such a peer training program could be of great benefit in inclusive education as well as in peer-mediated intervention. Apart from the observation that the program was effective and necessary, motivation of peers is an important, but difficult, issue. Finally, we note that the level of cognitive play shown by children with autism, which is often used as a measure of success of an intervention, appears to be an extremely unreliable metric of performance." @default.
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- W155746827 date "2005-01-01" @default.
- W155746827 modified "2023-09-24" @default.
- W155746827 title "Improved Social Interaction by Children With Autism by Training of Peers" @default.
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