首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills. The research method of this study is ‘a qualitative single‐subject case study’. The participants in this research are a mother and her 9‐year‐old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child. The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide‐and‐seek game. Micro‐ethnographic‐analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non‐verbal strategies. It was observed that the mother guided her child and the group during the hide‐and‐seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups. As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non‐verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers.  相似文献   

2.
More pupils with autism are now being educated in mainstream settings and inevitably there is increased interest in their interactions with their peers. In this article, Philip Whitaker, of the Educational Psychology Service in Northamptonshire, describes his study of shared play between children with autism and their mainstream peers. The study involved ten youngsters with severe autism, educated in a unit attached to a mainstream school, and a group of volunteer 'peer tutors'. The children met in weekly interaction sessions designed to promote shared play and communication. The peer tutors were provided with some coaching in interaction techniques and the impact of the intervention was evaluated through analysis of video recordings of play sessions made at the beginning and end of the project. The peer tutors and their parents were also interviewed at the end of the project to explore their experiences.
The results Philip Whitaker reports are encouraging. All parents were strongly supportive of their children's participation. All but one of the peer tutors found the experience challenging but rewarding and wanted to continue their involvement beyond the 20-week project. The video evidence revealed that the peer tutors, with relatively limited preparation, were able to engage the youngsters with autism in high and sustained levels of shared play. The frequency of requesting by children with autism increased substantially over the course of the project, although levels of initiation of shared attention remained consistently low. Philip Whitaker concludes his report with a series of suggestions for enhancing the impact of this interesting work.  相似文献   

3.
This study investigates children's language and interaction patterns during sharing time in a first grade classroom. When sharing time shifted from a teacher‐led to a child‐led event, corresponding changes appeared in children's language, including in discourse routines, style, content, and frequency of verbal interactions. In child‐led formats, peer culture flourished. Several linguistic routines were developed and used by children as a means of social control, as an agent for group bonding, and as expressions of care and concern. Two different child‐led formats revealed how the event's structure regulated participation and length of turn during sharing sessions. We suggest that teachers create speech situations that children are allowed to control. Such occasions encourage children's language development, learning through language, and the kind of collaboration essential for growth of peer culture.  相似文献   

4.
孤独症是一种广泛发展障碍性疾病,其主要特点是社会功能障碍、人际交流障碍、行为和兴趣刻板,是严重危害儿童身心健康,并影响家庭、社会功能的一种新型疾病。国内外经验提示,对抗孤独症,仅仅靠孤独症患者及其家庭努力远远不够,必须要有政府和社会各方面的参与和重视,并尽快构建有效的社会支持体系。在广泛调查分析基础上,结合江西省实际情况,提出了孤独症儿童社会支持体系构建的策略和方法,首次提出"孤独症儿童三级立体式社会支持体系模型",这一开创性研究成果对孤独症康复事业的发展有积极的理论、实践和政策参考意义。  相似文献   

5.
Establishing positive peer relationships is integral to children's social development and is linked to a variety of long-term outcomes and life skills. The present study provides an in-depth examination of the ways in which child care providers guide young children in their early social experiences with peers during infancy, when social competence with peers is first being developed. Findings documented multiple avenues through which child care providers help to scaffold infants’ naturally occurring social encounters with their peers, including creating opportunities for peer interaction, preventing and interrupting peer interaction, communicating to children about their peers and peer relations, providing direct instructions and rules for peer interaction, and modeling social behavior during group interactions. Scaffolding strategies were categorized as adult-centered, child-centered, and group-based. Results also revealed some specific effects of scaffolding on infant social competence with peers over a 6-month time period.  相似文献   

6.
This study tested two alternative hypotheses regarding the relations between child behavior and peer preference. The first hypothesis is generated from the person-group similarity model, which predicts that the acceptability of social behaviors will vary as a function of peer group norms. The second hypothesis is generated by the social skill model, which predicts that behavioral skill deficiencies reduce and behavioral competencies enhance peer preference. A total of 2895 children in 134 regular first-grade classrooms participated in the study. Hierarchical linear modeling was used to compare four different behaviors as predictors of peer preference in the context of classrooms with varying levels of these behavior problems. The results of the study supported both predictive models, with the acceptability of aggression and withdrawal varying across classrooms (following a person-group similarity model) and the effects of inattentive/hyperactive behavior (in a negative direction) and prosocial behavior (in a positive direction) following a social skill model and remaining constant in their associations with peer preference across classrooms. Gender differences also emerged, with aggression following the person-group similarity model for boys more strongly than for girls. The effects of both child behaviors and the peer group context on peer preference and on the trajectory of social development are discussed.  相似文献   

7.
This is an interpretivist qualitative study that explores the contexts and dynamics of friendships between three groups of young adults; each group includes an individual with autism or severe disability and nondisabled high school students. The most prominent finding identified in the data was that educators affected opportunities for social interactions between students with and without autism or severe disability. Educator influence on social participation included factors that decreased interactions, such as missed opportunities for social interactions and social consequences of academic supports. Educator influence also included factors that increased interactions, specifically four strategies to increase social interactions and facilitate possible friendships or maintain existing friendships between students with and without autism or severe disability.  相似文献   

8.
This article explores stakeholders’ awareness of autism and their perspectives on children with autism, in an urban Indian school context. Using an interpretive framework, the article draws on interview data from a study conducted in Kolkata. Findings indicated varying but limited awareness of autism among school staff. Teachers instead described the child as “different” from peers. Further, there was variation in stakeholders’ view on the challenges faced by the child. In contrast to parents and private specialists, school staff gave no importance to social development and perceived behaviour and personality differences as inherent in the child. Nevertheless, there was a consensus among stakeholders on school responsibility as limited to academic input. Challenging school staff's beliefs about child development and purpose of education, along with re-assessing special educator courses and developing collaboration between parents and school, needs to be addressed to meet the educational needs and ensure successful participation of these children.  相似文献   

9.
A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated in the study. Content analyses of discussion protocols were performed in terms of participation, interaction, and social presence. The results indicate that collaboration does not occur automatically in asynchronous computer conference. Collaboration requires participation because no collaboration occurred in the two groups with low student participation; however, participation does not lead to collaboration, evidenced by student postings receiving no peer responses. Collaboration requires interaction but does not end with interaction, substantiated by different levels of collaboration across different interactional patterns. Social presence helps to realise collaboration through establishing a warm and collegial learning community to encourage participate and interaction, exemplified by the contrast of the group with the highest level of social presence and the group with the lowest level of social presence. A model of understanding and assessing collaboration in online learning is recommended, consisting of participation, interaction and social presence.  相似文献   

10.
There have been many research projects studying the use of peer intervention strategies to develop the social, communication and interaction skills of children with autism, yet few of these studies focus in detail on the impact of such strategies on the mainstream peers. In this article, Val Jones, an advisory teacher for autism spectrum conditions, explores the impact of peer tutoring children with autism on the peer tutors themselves. This enquiry focuses on ten to eleven-year-old mainstream pupils who were paired with twelve children with autism and associated learning difficulties for weekly peer tutoring sessions at a primary school with a specialist autism unit. At the end of a series of tutoring sessions, the perspectives of the peer tutors were gathered through questionnaires. All of the peer tutors reported that they had enjoyed the experience and most felt that the peer tutoring had brought them direct benefits by building confidence, teaching responsibility, encouraging caring attitudes and helping them to acknowledge diversity. Val Jones also gathered the views of parents and school staff who again reported largely positive outcomes from the peer tutoring process. While this small-scale study focuses on findings from one school, there are wider implications here for the development of inclusive policies and practices and this article will be of interest to professionals working across the range of specialist and mainstream settings.  相似文献   

11.
The study outlined here was an attempt to examine the use of Social Story DVDs as a single‐intervention approach in addressing the issue of anxiety around turn taking in a child with dual diagnosis of autism and learning disability. The child selected was in a school for children with additional needs. The child was taught in a daily session focusing on the Social Story DVD materials around ‘turn taking’ and accompanying ‘turn‐taking’ activities. Immediate peers were also included in the ‘turn‐taking’ sessions and the child would incorporate these skills with his peers in the classroom setting. The results showed that only through combining strategies and combining interventions can the diverse range of individual needs of those with autism spectrum disorder (ASD) and learning disability be met. Using a sole intervention to address specific social deficits misses the complexity of ASD and each individual's uniqueness.  相似文献   

12.
Previously unacquainted groups of normally developing and mildly developmentally delayed preschool-age boys (N = 64) were brought together to form a series of 8 mainstreamed playgroups. Each playgroup consisted of 3 normally developing 3-year-olds, 3 normally developing 4-year-olds, and 2 mildly developmentally delayed 4-year-olds. The delayed children were matched with the normally developing older group for chronological age and with the normally developing younger group for developmental level. Each playgroup operated 5 days per week for 2 hours per day for a 4-week period. During that time, the peer-related social and play interactions of each child were videotaped, and peer sociometric ratings were obtained at the completion of each playgroup. Analyses of social participation and individual social behavior measures revealed that the analogue playgroup setting was appropriate for evaluating peer interactions, as expected developmental patterns emerged despite the presence of children heterogeneous with respect to chronological age and developmental status. The existence of a deficit in peer-related social interactions for mildly delayed children was supported in this investigation--a deficit that could not be attributed to reputational factors, the unavailability of responsive peers, inadequate matching procedures, unusual sample characteristics, or similar factors. Selected observational measures, peer preference patterns during free play, and peer sociometric ratings also indicated that the delayed children were perceived to be less competent and of lower social status. However, despite their relative isolation, important developmental opportunities were available for mildly delayed children in the mainstreamed playgroups. Possible processes responsible for these outcomes were discussed.  相似文献   

13.
本文借鉴保罗·威利斯的研究进路,在描述民工子弟校学生同辈群体的静态结构和动态机制的基础上,探究当前农民工子弟群体的文化生产过程.研究发现,虽然没有突破阶级的社会再生产,但农民工子弟在丰富多样的同辈群体活动中,自主、能动地生产出其具有鲜明特征的群体文化.这种文化以“义”的精神为核心,包括平等的义气伦理和不平等的差序体验双重维度,通过意义—规则—行动三个层面的洗礼,这一群体有望实现其相对完整而特有的社会化过程.正是在这种群体文化的影响下,农民工子弟在意识和微观层面主动放弃了学业,而在结构和宏观上造成社会再生产的结果.  相似文献   

14.
This qualitative case study explores a 6-year-old boy’s dialogic appropriation of programmable robots. The study was conducted in two robotics education programs for children aged four to seven. Drawing on Bakhtin’s (1981) notion of appropriation, we found that the focal child actively engaged with the programmable robots by (1) transforming the given features of the robots, (2) hybridizing the programming practice with the ordinary practices of his peer culture and (3) constructing his own perspective on the agency of robots and the meaning of programming. We argue that the ways in which the focal child engaged with the programmable robots went beyond mere adoption of the robots but rather took the form of dialog.  相似文献   

15.
The influence of social status on child development has been the subject of research for several decades, with children who are not accepted by their peers being shown to be at risk of a range of difficulties both at the time and in later life. Strong links have also been established between behaviour and social status. A small‐scale action research project considered the social structure of a Year 2 class and used data gathered through sociometric interviews and observations to identify some factors which may have influenced the social status of individuals within that group. From this data, three children considered at risk of peer rejection or isolation were identified and an intervention programme was implemented. At the end of the year sociometric interviews and observations were repeated and it was found that one child's social behaviours and status among his peers had increased significantly over the course of the project.  相似文献   

16.
We examined the role of the teacher–child relationship quality (close, dependent, and conflictive) on preschoolers’ (N = 95) academic readiness for kindergarten, and we tested children's prosocial and aggressive behavior and peer group exclusion as mediators of this relation. A unique feature of this study is the ethnically and socio-economically diverse preschool-aged sample. The association between close teacher–child relationships and academic readiness was partially mediated by prosocial behavior and peer group exclusion. There was also evidence of a transactional association between close teacher–child relationships and children's behavior. Additionally, children's behavior and peer group exclusion mediated the relation between negative teacher–child relationships (dependent and conflictive) and academic readiness. The findings suggest that teacher training, education, and support for establishing close teacher–child relationships may maximize preschoolers’ academic readiness by promoting social adaptation.  相似文献   

17.
This study was conducted to increase peer‐to‐peer social skills using direct instruction of two elementary students diagnosed with autism. Two participants and a peer were trained to initiate, share and respond to each other and to the peer. A multiple‐baseline design across participants was used to determine the effects of the direct instruction strategy. Results indicated increased social initiations in both participants and sharing behaviours in one of the participants, but no increases in responses in both participants. Implications for practitioners and for future researchers are discussed.  相似文献   

18.
Children with autism often show a lack of the interactive social skills that would allow them to engage with others successfully. They therefore frequently need training to aid them in successful social interaction. Video modelling is a widely used instructional technique that has been applied to teach children with developmental disabilities such as autism, and has been shown to be effective in teaching a variety of skills. The aim of this study is to evaluate the impact of video modelling on social skills development in children with autism living in the United Arab Emirates. The research was carried out by Mohammed Alzyoudi, AbedAlziz Sartawi and Osha Almuhiri, all from the United Arab Emirates University. A sample of five boys with autism was chosen to participate in this study. The boys ranged in age between five and seven years. Each child was asked to watch a videotape which presented two individuals interacting in a role‐play setting. One person portrayed a therapist giving cues, while the second portrayed a child acting appropriately and demonstrating correct social behaviours. The boys were then asked to complete a social task and their performance was compared against baseline assessment measures. The results of this study indicate that this is an effective instruction method. Results are discussed and implications for further research and practice are provided.  相似文献   

19.
The role of context in the development of child aggression was studied. The effects of peer aggregation and group composition on aggression development in intervention contexts and classroom contexts were compared using 71 elementary school children. We hypothesized that, due to peer group effects, group-trained children would benefit less from a social skills intervention program than individually trained children. We further hypothesized that children who transferred from special to regular education would show a change toward less aggression. This was hypothesized because of the relatively fewer accounts of negative peer-group effects in regular education. The results show that the social skills intervention program did not have differential effects for group-trained versus individually trained children. However, a change toward less aggression was found in children who transferred from special to regular education. We suggest that interventions toward decreasing child aggression might be more fruitful if the social context in which the children operate daily is considered.  相似文献   

20.
This study examined the effects of self-monitoring on the activity engagement and social interaction of three preschoolers with autism. Each child participated in daily play activities with one nondisabled peer and received little adult direction during an initial baseline phase. Two intervention procedures were then implemented in an alternating fashion during a second condition. The first procedure required an adult to prompt the children to exchange social overtures. The adult also moved beads to record completed exchanges and provided a small post session reward to each child if they accomplished a criterion number of exchanges. During the second monitoring procedure the children moved their own beads while the adult provided fewer prompts and gave a post session reward. The child monitoring procedure was then implemented without prompts during a final follow-up phase. A combined alternating treatment and multiple baseline design were used to examine the effects of each experimental condition. Although all three children exhibited high levels of active engagement during baseline, most of their responses occurred in a solitary fashion. The adult and child monitoring procedures produced equal increases in children's engagement with nondisabled peers during the alternating intervention phase. The child monitoring procedure also maintained children's independent interactions during the follow-up condition. Supplemental observations in follow-up also indicated that children exchanged a wide range of different overtures and exhibited varying levels of consistency in their self monitoring.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号