Pivotal Play: Peer Mediated Intervention in the Preschool Classroom

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Date

2016-11-21

Authors

Hansen, Sarah

Journal Title

Journal ISSN

Volume Title

Publisher

University of Oregon

Abstract

Inclusive preschool settings often provide benefits for children with special needs. Children with autism spectrum disorders (ASD) are at risk for isolation from peers and have benefited from a range of social communication interventions. Joint attention is a pivotal skill under researched in natural settings. Research is needed on joint attention within natural settings and with naturally occurring partners such as parents or peers. The proposed study uses an interventionist and peer delivered joint attention intervention in a multiple baseline design across child-peer dyads in inclusive preschool classrooms. Data are collected on increase in response to joint attention skills as well as peer bids to the target child.

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Keywords

Autism, Early social skills, Inclusion, Intervention, Joint attention, Preschool

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