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Social engagement with peers and stereotypic behavior of children with autism

Title
Social engagement with peers and stereotypic behavior of children with autism
Authors
Lee S.Odom S.L.Loftin R.
Ewha Authors
이소현
SCOPUS Author ID
이소현scopus
Issue Date
2007
Journal Title
Journal of Positive Behavior Interventions
ISSN
1098-3007JCR Link
Citation
vol. 9, no. 2, pp. 67 - 79
Indexed
SSCI; SCOPUS WOS scopus
Abstract
In this study, the authors examined the relationship between engagement in social interaction with peers and stereotypic behavior. Three children with autism with relatively high rates of stereotypic behavior and low rates of social engagement with peers participated in the study. Two typically developing peers learned to direct social initiations to each participant during structured play activities, which increased the frequency of peer social engagement for the children with autism. Collateral decreases in stereotypic behavior occurred for all three participants when the peer-mediated intervention was implemented, and the results generalized to a proximal play setting. Conditional probability analyses further documented this inverse relationship between social and stereotypic behavior. Simultaneous (i.e., motor and oral/vocal) and motor stereotypic behaviors were the most directly affected by the increase in social engagement. Social validity ratings documented the social importance of the changes in both social engagement and stereotypic behavior for the children with autism.
DOI
10.1177/10983007070090020401
Appears in Collections:
사범대학 > 특수교육과 > Journal papers
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