Learning experiences . . . an alternative program: Peer-mediated interventions for young children with autism.

Abstract

Peer-mediated interventions for young children with autism have, as their theoretical foundation, the notions that: (a) peers can be as or perhaps more effective than direct adult intervention agents; (b) for many skill domains, the contexts created by peer-mediated interventions are closer to the everyday, clinically relevant environments where clients must ultimately be able to function; (c) the abundance of peers in most settings creates natural opportunities for clients to learn from multiple examples (a technique generally recognized to improve generalizations of intervention gains); and (d) the natural variability of peers' adherence to intervention agent roles creates many opportunities for clients to learn under "loose" training conditions (another feature of instruction widely held to facilitate generalized outcomes).In application, the peer-mediated interventions detailed in this chapter can be traced historically to Harlow's pioneering work with primates reared in isolation. A series of landmark studies (e.g., Novak & Harlow, 1975;Suomi & Harlow, 1972) showed that pairing isolate monkeys with slightly younger but socially normal monkeys largely remediated the pro-

Autism Spectrum Disorders: Early Detection, Intervention, Education, and Psychopharmacological Management

“…Using a design similar to that of the Denver Model studies, these authors have demonstrated that developmental rates of treated children accelerated to normal levels, with significant gains in virtually all areas of development. Further, long-term followup results were positive, with almost 50% of children attending regular school classes (61). The most influential and provocative paper in the literature on early intervention in autism was published by Lovaas and colleagues (64).…”

Parental Perceptions of a Comprehensive Diagnostic Evaluation for Toddlers at Risk for Autism Spectrum Disorder

“…As reflected by the concerns raised about the changes in the DSM-5, including diminished sensitivity of the diagnostic criteria for young children (Barton et al 2013;Frazier et al 2011;Gibbs et al 2012), there is not a current consensus within the field on the boundaries or symptom clusters of autism. However, the importance of early detection and intervention for children with ASD and their relationship with positive outcomes has been well established (Howlin, 1998;Lord & McGee, 2001;MacDonald, Parry-Cruwys, Dupere, & Ahearn, 2014;Rogers & DiLalla, 1991;Rogers, Herbison, Lewis, Pantone, & Reis, 1986;Rogers & Lewis, 1989;Schopler, Reicheler, Bashford, Lansing, & Marcus, 1990;Strain, Kohler, & Goldstein, 1996).…”

Neuropsychology of autism in young children and its implications for early intervention

“…Infants demonstrate joint attention by following, checking, and directing others' gaze to objects. Sharing emotional states can be seen in the desire to share one's own emotions with another by directing emotional expressions purposefully to the partner's face; it is also seen in social or emotional referencing: when the infant checks the partner's face for emotional cues and then behaves accordingly in an ambiguous or unsettling situation [Stern, 1985].…”

“…Drawing from earlier work [Trevarthen and Hubley, 1978;Bruner, 1975], Stern [1985] used the term ''intersubjectivity'' to refer to behaviors first seen in the 9-12-month-old infant's seeming awareness of shared mental states. Several different behaviors reflect a new capacity for intersubjectivity: sharing intentions, sharing joint attention, and sharing emotional states.…”