Prosocial Behaviors of Handicapped and Typical Peers In An Integrated Preschool

Honig, Alices; McCarron, Patricia A.

doi:10.1080/0300443880330109

Cited by 24 publications

(8 citation statements)

References 14 publications

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“…While many of the participants appear to show improvements in social functioning, it is unclear if the enhanced awareness will hold up over time and to what settings it will generalize. As with many interventions for children with autism, the gains made are often context dependent in terms of individuals and setting [Belchic & Harris, ; Honig & McCarro, ]. One strategy for extending the social skills to other children outside would be to introduce new peers throughout the course of treatment.…”

Section: Discussionmentioning

confidence: 99%

Improvement in Social Deficits in Autism Spectrum Disorders Using a Theatre‐Based, Peer‐Mediated Intervention

et al. 2013

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Objective SENSE Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer-mediated model. Previous research using a 3-month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2-week summer camp model. Method Typically developing peers were trained and paired with ASD youth (8–17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest-posttest design for within-group comparisons was used, and pre-specified pairwise comparisons were achieved using a nonparametric Wilcoxon signed rank test. Results Significant differences were observed in face processing, social awareness, and social cognition (p<0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (p<0.05) while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared to home values yet declined by the end of treatment and further reduced during post-treatment play with peers. Conclusions Results corroborate previous findings that the peer-mediated theatre program contributes to improvement in core social deficits in ASD using a short-term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains.

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Section: Discussionmentioning

confidence: 99%

Improvement in Social Deficits in Autism Spectrum Disorders Using a Theatre‐Based, Peer‐Mediated Intervention

et al. 2013

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“…Play activities were selected for observation because they tend to promote higher rates of interaction than other activities in preschool settings (Honig & McCarron, 1988). The 30-min indoor play period was held in the dassroom, when children could enter a number of prearranged play areas (e.g., sand-play center, dress-up center, kitchen center, blocks center, vehide center) and select activities or toys with which to play.…”

Section: Settingsmentioning

confidence: 99%

Training Supervisors in a Collaborative Team Approach to Promote Peer Interaction of Children With Disabilities in Integrated Preschools

Hundert¹,

Hopkins²

1992

J of App Behav Analysis

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Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed.

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“…who are similar to themselves (Honig & McCarron, 1988). More specifically, nondisabled children prefer to play with one another rather than with developmentally delayed playmates (Guralnick, 1980;Peterson, 1982).…”

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confidence: 95%

“…Activities that elicit parallel and cooperative play havebeen themost successful, whereas highly structured activities like art and circle time have resulted in the lowest amount of interaction (Honig & McCarron, 1988). Peterson and Haralick (1977) found that when both handicapped and nonhandicapped children were included in a play setting, the two groups did interact in approximately 30% of play intervals, with parallel and cooperative play accounting for 65% of these interactions.…”

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confidence: 97%