PEER-MEDIATED TREATMENT OF AUTISTIC CHILDREN

自闭症儿童的同伴介导治疗

• 批准号: 3376033
• 负责人: PHILLIP S STRAIN
• 金额: $ 20.43万
• 依托单位: ALLEGHENY-SINGER RESEARCH INSTITUTE
• 依托单位国家: 美国
• 财政年份: 1990
• 资助国家: 美国
• 起止时间: 1990-08-01 至 1995-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3376033
• 关键词: academic achievement; autism; child psychology; curriculum; language development; parents; peer group; preschool child (1-5); social adjustment; social behavior; teaching

The hypothesis that this study attempts to test is that a new experimental approach to the education and treatment of preschool autistic children will be more effective (both initially and at follow-up) than techniques which represent the best of current practice. The specific aims include: a) replication of treatment effects across a heretofore underrepresented subset of autistic children; b) continued follow-up of former clients; and, c) assessment of self-management strategies to improve the long-term adjustment of clients. The key feature of the intervention model is the use of normal peers both as role models for autistic children, and as direct instructional agents in a developmentally integrated setting. The experimental program also makes use of other aspects of treatment which are believed to be advances on existing practice. Specifically, there is a heavy emphasis on curriculum content established by observation of comparable but successfully adjusted children, the use of various procedures to encourage parents to participate as teachers and therapists for their children, and group-based instruction of autistic and typical children. Another important feature of the experimental program is the use of continuous behavioral observation and feedback on intervention effectiveness such that efficacious interventions can readily be established on a child-by-child basis. Based on our first six years of data we expect such peer-mediated interventions to be more effective than conventional, adult-mediated treatments of autistic children, that occur in developmentally segregated environments (i.e., groups restricted to problem children). It is anticipated that peer involvement in the experimental program will continue to have only positive effects on nonhandicapped children's developmental, class deportment, and social skills. Finally, it is expected that the majority of experimentally-treated autistic children will continue to function successfully as they progress through regular elementary and secondary school classes.

该研究试图测试的假设是一个新的实验 学龄前儿童的教育和治疗方法将 比技术要比技术更有效（最初和随访） 代表当前的最好的实践。具体目的包括：a） 迄今为止代表性不足的治疗效果的复制 自闭症儿童的子集； b）以前的客户继续跟进；和， c）评估自我管理策略以改善长期 调整客户。干预模型的关键特征是使用 正常同龄人都是自闭症儿童的榜样，又是直接 在开发集成的环境中的教学代理。这 实验计划还利用治疗的其他方面 被认为是现有实践的进步。具体来说，有一个 强调通过观察到的课程内容 可比但成功调整的孩子，使用各种 鼓励父母作为教师和治疗师参加的程序 为他们的孩子以及基于小组的自闭症和典型的指导 孩子们。实验程序的另一个重要特征是使用 持续的行为观察和干预反馈 有效性，有效的干预措施很容易成为 建立在儿童的基础上。 根据我们的头六年数据，我们期望这样的同行介导 干预措施比传统的成人介导的干预措施更有效 自闭症儿童的疗法发生在发育中的隔离中 环境（即，限制在问题的孩子的群体）。这是 预计同伴参与实验计划将继续 只对非手法儿童的发育有积极影响， 班级驱逐出境和社交技能。最后，期望 大多数实验治疗的自闭症儿童将继续 通过常规基础和 中学课。