Peer-Mediated Interventions to Improve Social Interaction in Early Childhood Inclusive Practices

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Atıf İçin Kopyala

Tikiroglu C., ÖZEN A.

ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.22, sa.3, ss.749-769, 2021 (ESCI)

• Yayın Türü: Makale / Derleme
• Cilt numarası: 22 Sayı: 3
• Basım Tarihi: 2021
• Doi Numarası: 10.21565/ozelegitimdergisi.636260
• Dergi Adı: ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION
• Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), EBSCO Education Source, TR DİZİN (ULAKBİM)
• Sayfa Sayıları: ss.749-769
• Anahtar Kelimeler: Inclusion, social interaction, peer-mediated instruction, interventions, children with autism spectrum disorder, typically-developing peers, AUTISM SPECTRUM DISORDER, PIVOTAL RESPONSE TREATMENT, YOUNG-CHILDREN, PRESCHOOL-CHILDREN, SPECIAL-EDUCATION, CONTROLLED-TRIAL, SKILLS, COMMUNICATION, KINDERGARTEN, METAANALYSIS
• Anadolu Üniversitesi Adresli: Evet

Özet

This study aims to provide information about Peer-Mediated Instruction/Intervention which is used for fostering social interaction between children with autism spectrum disorder and typically-developing children in early childhood inclusive practices. In accordance with this purpose, the aim of Peer-Mediated Instruction/Intervention, their characteristics, benefits and limitations for children with autism spectrum disorder and typically-developing peers were described. The information was given about the classification of these interventions and implementation procedure. Previous studies related to Peer-Mediated Naturalistic Developmental Behavioral Interventions were presented. The findings of these studies were discussed in terms of future research and early childhood inclusive practice.