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The effect of peer-coaching on socia...

Potter, John.

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The effect of peer-coaching on social skills performance of middle school students with high functioning Autism Spectrum Disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of peer-coaching on social skills performance of middle school students with high functioning Autism Spectrum Disorder./
Author:	Potter, John.
Description:	53 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.
Contained By:	Dissertation Abstracts International75-08B(E).
Subject:	Psychology, Clinical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3618803
ISBN:	9781303873126

The effect of peer-coaching on social skills performance of middle school students with high functioning Autism Spectrum Disorder.
Potter, John.

The effect of peer-coaching on social skills performance of middle school students with high functioning Autism Spectrum Disorder. - 53 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.

Thesis (Psy.D.)--University of Southern Maine, 2014.

Students with high functioning Autism Spectrum Disorder (ASD) often face significant social challenges in the middle school setting. For example, as students move beyond elementary school social interactions between peers typically become more complex and less predictable. When social demands begin to exceed the performance levels of students with autism in middle school, students may become isolated and experience increased behavioral and mental health issues. In middle schools, class-wide interventions are often not individualized enough for students with this condition and adult-mediated, office-based, interventions show low generalization to other settings (Reichow & Volkmar, 2010). The current study researched peer-coaching, an alternative method that has shown promising effects with elementary school students with significant social deficits. A non-concurrent multiple-baseline across subjects design targeted social interaction of three middle school students diagnosed with ASD. Following baseline, treatment included structured peer-coaching, including careful selection of coaches, initial training for subject and coach, goal-setting, monitoring and feedback for the subject, and contrived reinforcement for social interaction. Subsequent maintenance probes were used to demonstrate effects. Results showed that treatment contributed to increased social interaction in a socialized school setting and inconsistent maintenance.

ISBN: 9781303873126Subjects--Topical Terms:

524864
Psychology, Clinical.

The effect of peer-coaching on social skills performance of middle school students with high functioning Autism Spectrum Disorder.
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245 1 4 $a The effect of peer-coaching on social skills performance of middle school students with high functioning Autism Spectrum Disorder.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.
500 $a Adviser: Mark Steege.
502 $a Thesis (Psy.D.)--University of Southern Maine, 2014.
520 $a Students with high functioning Autism Spectrum Disorder (ASD) often face significant social challenges in the middle school setting. For example, as students move beyond elementary school social interactions between peers typically become more complex and less predictable. When social demands begin to exceed the performance levels of students with autism in middle school, students may become isolated and experience increased behavioral and mental health issues. In middle schools, class-wide interventions are often not individualized enough for students with this condition and adult-mediated, office-based, interventions show low generalization to other settings (Reichow & Volkmar, 2010). The current study researched peer-coaching, an alternative method that has shown promising effects with elementary school students with significant social deficits. A non-concurrent multiple-baseline across subjects design targeted social interaction of three middle school students diagnosed with ASD. Following baseline, treatment included structured peer-coaching, including careful selection of coaches, initial training for subject and coach, goal-setting, monitoring and feedback for the subject, and contrived reinforcement for social interaction. Subsequent maintenance probes were used to demonstrate effects. Results showed that treatment contributed to increased social interaction in a socialized school setting and inconsistent maintenance.
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