PEER-MEDIATED TREATMENT OF AUTISTIC CHILDREN

自闭症儿童的同伴介导治疗

• 批准号: 3376035
• 负责人: PHILLIP S STRAIN
• 金额: $ 19.96万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 1983
• 资助国家: 美国
• 起止时间: 1983-09-01 至 1989-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3376035
• 关键词: academic achievement; autism; child psychology; curriculum; language development; parents; peer group; preschool child (1-5); remedial /special education; social behavior; social behavior disorders; teaching

This project seeks to demonstrate that a new experimental approach to the education of preschool-age autistic-like children will produce superior behavioral outcomes than a control program that represents widely accepted components of early intervention. Innovative aspects of the experimental program included: a) a develop-mentally integrated classroom in which normally functioning age-peers are trained as intervention agents for autistic children; b) the development of curriculum content based upon observations of older autistic-like children who are judged to be progressing satisfactorily in a variety of community settings, c) the use of continuous feed-back systems and single subject designs to insure the efficacy of intervention techniques with individual children; and d) the systematic, competency-based training of parents. Autistic-like children will be assigned (via a matching procedure) to either the experimental or the control program. We expect 12-18 autistic-like children to be serviced in each of the treatment programs. Extensive child and family assessments are scheduled prior to intervention, during active treatment, and at repeated follow-up points. Specific assessment procedures, utilizing direct observational procedures and standardized inventories, will examine intellectual, language, social, adaptive, and maladaptive behaviors of autistic children. Additionally, the social functioning of families with autistic children will be studied. In the experimental program, extensive assessment of normally developing children and their parents will be undertaken.

该项目旨在证明一种新的实验方法 学龄前自闭症儿童的教育将产生优越的 行为结果比代表广泛接受的控制程序 早期干预的组成部分。 实验的创新方面 程序包括：a）开发集成的教室 通常，正常运作的年龄段会被培训为干预剂 自闭症儿童； b）基于课程内容的开发 对被认为是的年龄较大的自闭症儿童的观察 在各种社区环境中令人满意的进展，c） 连续的回馈系统和单一主题设计，以确保 干预技术与单个孩子的功效；和d） 对父母进行系统的，基于能力的培训。 自闭症的孩子 将（通过匹配程序）分配给实验或 控制程序。 我们希望服务12-18个自闭症儿童 在每个治疗计划中。 广泛的儿童和家庭评估 在干预之前，在主动治疗期间和在 重复的后续点。 利用具体评估程序 直接观察程序和标准化库存将检查 智力，语言，社会，适应性和适应不良的行为 自闭症儿童。 此外，家庭的社会职能 自闭症儿童将被研究。 在实验计划中，广泛 评估正常成长的孩子及其父母将是 进行。