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Peer reviewed
Direct linkAbby L. Taylor; Mary Louise Hemmeter; Jennifer Ledford; Kristen L. Granger; Anna C. Hoepfner; Sarah J. Basler – Journal of Positive Behavior Interventions, 2025
Promoting positive relationships with peers is an important support for children who exhibit social withdrawal. Children who show extreme shyness or are identified as self-isolating are at risk for developing internalizing conditions, which can also lead to poor social and academic outcomes. These children may benefit from targeted support to…
Descriptors: Shyness, Interpersonal Competence, Intervention, Peer Relationship
Megan P. Fedewa; Laci Watkins; Kameron Carden; Glenda Grbac – Journal of Autism and Developmental Disorders, 2025
Children with autism often display differences in functional and symbolic play and may experience barriers to social inclusion with peers in preschool settings. Therefore, interventions supporting social play between children with autism and their peers that can be feasibly implemented by teachers in inclusive settings are needed. A…
Descriptors: Students with Disabilities, Autism Spectrum Disorders, Play, Barriers
You, Yushi; Zhang, Siyi; Zhang, Wanying; Mao, Yaqing – Psychology in the Schools, 2023
Social and emotional learning (SEL) has gradually implemented in Chinese schools and is considered as an effective way to improve students' performance. This research aimed to study the influence of SEL on students' bullying behavior, and the role that social and emotional competence (SEC) and peer relationship play in SEL and students' bullying.…
Descriptors: Social Emotional Learning, Bullying, Foreign Countries, Student Behavior
Vincent, Lori B.; Asmus, Jennifer M.; Lyons, Gregory L.; Born, Tiffany; Leamon, Megan; DenBleyker, Emma; McIntire, Hannah – Journal of Autism and Developmental Disorders, 2023
Schools need effective, generalizable, and socially valid social skills interventions to better support the social inclusion and peer relationships of their students on the autism spectrum. We evaluated a Pivotal Response Treatment-based, naturalistic social skills intervention implemented daily by school personnel in reverse inclusion school…
Descriptors: Young Children, Kindergarten, Grade 1, Grade 2
Dueñas, Ana D.; D'Agostino, Sophia R.; Plavnick, Joshua B. – Focus on Autism and Other Developmental Disabilities, 2021
Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study…
Descriptors: Peer Relationship, Play, Autism, Pervasive Developmental Disorders
Petursdottir, Anna-Lind; Gudmundsdottir, Thorhalla – Journal of Autism and Developmental Disorders, 2023
This study assessed the effects of portable video modeling on social interactions of four children with autism, three boys and one girl, 4- to 5-year-olds, in preschools in Iceland. Participants were shown 1-min videos on a small handheld device where a peer model initiated social interactions and played with two peers. A…
Descriptors: Video Technology, Modeling (Psychology), Preschool Children, Peer Influence
Wright, Barry; Kingsley, Ellen; Cooper, Cindy; Biggs, Katie; Bursnall, Matthew; Wang, Han-I; Chater, Tim; Coates, Elizabeth; Teare, M. Dawn; McKendrick, Kirsty; Gomez de la Cuesta, Gina; Barr, Amy; Solaiman, Kiera; Packham, Anna; Marshall, David; Varley, Danielle; Nekooi, Roshanak; Parrott, Steve; Ali, Shehzad; Gilbody, Simon; Le Couteur, Ann – Autism: The International Journal of Research and Practice, 2023
Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with…
Descriptors: Interpersonal Relationship, Friendship, Interpersonal Competence, Social Isolation
Ziegler, Sonja M. T.; Morrier, Michael J. – Journal of Special Education, 2022
Unstructured activity periods are central components of early childhood education programs. Deficits in social communication and social interaction presented by children with autism spectrum disorder (ASD) become apparent in these settings during unstructured activities, such as outdoor recess. Thirty-two preschool-age children with and without…
Descriptors: Preschool Children, Autism, Pervasive Developmental Disorders, Interaction
Shire, Stephanie Y.; Shih, Wendy; Bracaglia, Suzanne; Kodjoe, Maria; Kasari, Connie – Autism: The International Journal of Research and Practice, 2020
Center-based classroom community interventions create opportunities for young children with autism to connect with peers. Yet, there has been little examination of the peer interactions of toddlers with autism who experience core challenges in social communication and play skills that may create barriers to successful peer interactions. Classrooms…
Descriptors: Toddlers, Autism, Pervasive Developmental Disorders, Peer Relationship
Catharine Lory; Mandy Rispoli; Emily Gregori – Review Journal of Autism and Developmental Disorders, 2018
Children with autism spectrum disorder (ASD) often struggle to acquire appropriate play behaviors, which may hinder their integration within natural settings. Individuals with ASD require more systematic instruction and supports to learn to play with their peers. Among interventions that teach play skills to children with ASD, some have involved…
Descriptors: Children, Autism Spectrum Disorders, Play, Skill Development
Hu, Xiaoyi; Lee, Gabrielle T.; Watkins, Laci; Jiang, Yitong – Journal of Positive Behavior Interventions, 2021
This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-age children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental…
Descriptors: Preferences, Activities, Play, Preschool Children
Bauminger-Zviely, Nirit; Eytan, Dganit; Hoshmand, Sagit; Ben-Shlomo, Ofira Rajwan – Journal of Autism and Developmental Disorders, 2020
This RCT study examined efficacy of a preschool peer social intervention (PPSI) in facilitating social engagement of preschoolers with high-functioning ASD (HFASD; N = 65). HFASD participants were randomly assigned by preschool to a 6-month intervention (play, interaction, or conversation) or a waitlisted-treatment-as-usual control group. Trained…
Descriptors: Intervention, Peer Relationship, Preschool Children, Autism
Watkins, Laci; O'Reilly, Mark; Kuhn, Michelle; Ledbetter-Cho, Katherine – Journal of Applied Behavior Analysis, 2019
The literature suggests that children with autism spectrum disorder (ASD) educated in inclusive settings generally do not interact with typically developing classmates during social activities. This study assessed whether an intervention package consisting of interest-based structured play activities involving adult instruction, modeling, and…
Descriptors: Autism, Pervasive Developmental Disorders, Interaction, Inclusion
Park, Mi N.; Moulton, Emily E.; Laugeson, Elizabeth A. – Focus on Autism and Other Developmental Disabilities, 2023
The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study…
Descriptors: Autism Spectrum Disorders, Diagnostic Tests, Observation, Intelligence Tests
Martinez Cueto, Ana Paula; Barton, Erin E.; Bancroft, Jennifer C. – Journal of Positive Behavior Interventions, 2022
Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities.…
Descriptors: At Risk Students, Students with Disabilities, Peer Relationship, Interpersonal Competence
