Autism And Peer Mediated Interventions

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Autism and Peer-Mediated Interventions
Often children with autistic spectrum disorder are omitted from mainstream classrooms or have limited interactions with their typical learning school mates possibly due to the extra time and energy it takes teachers to manage the anti-social behaviors often associated with the disorder. Autism spectrum disorder (ASD) is often identified by the impairment of the ability to form normal social relationships, by the impairment of the capability to communicate with others, and by repetitive behavior patterns. People with ASD are prone to resist or easily anger at changes in their daily routine. Since they often lack or avoid eye contact, prefer to be alone and don 't often recognize social cues, ASD
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After eleven intervention sessions, he was interacting, verbally and non-verbally, with his companions seven percent of the time (Gena, 2006). The interventions are not just effective for young children; a physical education instructor in a high school study observed that post-interventions the target children were more likely to, "...socialize with their peers more than with the aide” (Hughes et al., 2013, p.11). Using methods such as peer-to-peer, small group or class-wide interactions enriches the ASD child’s school experience by teaching them social skills in a natural environment and allowing them to make meaningful connections with their classmates while learning which behaviors are appropriate.
Not only can the interventions improve the frequency with which ASD children initiate interactions, but the duration of their interactions increases as well. Hochman (2015) observed four high school students with a baseline of 13.5 percent average engagement time during their thirty minute lunch periods. Once the team introduced trained classmates to the group, the participation increased to an average of fifty-five percent (Hochman, 2015). That is over half the lunch period spent socially engaged with their schoolmates! Furthermore, Battaglia and Radley (2014) observed Todd, an ASD child who was struggling to join in activities and
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