Peer-Mediated Interventions to Improve Social Interaction in Early Childhood Inclusive Practices
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, TRDizin)
- 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
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- 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.