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https://www.readbyqxmd.com/read/27807466/a-systematic-review-of-peer-mediated-interventions-for-children-with-autism-spectrum-disorder
#1
Ya-Chih Chang, Jill Locke
BACKGROUND: Peer mediated intervention (PMI) is a promising practice used to increase social skills in children with autism spectrum disorder (ASD). PMIs engage typically developing peers as social models to improve social initiations, responses, and interactions. METHOD: The current study is a systematic review examining PMIs for children and adolescents with ASD conducted using group designs. Five studies met the pre-specified review inclusion criteria: four randomized controlled trials and one pre- and post-test design...
July 2016: Research in Autism Spectrum Disorders
https://www.readbyqxmd.com/read/27757738/overview-and-preliminary-evidence-for-a-social-skills-and-self-care-curriculum-for-adolescent-females-with-autism-the-girls-night-out-model
#2
T Rene Jamison, Jessica Oeth Schuttler
A majority of social skills research in autism spectrum disorder (ASD) and interventions target school age males and no published studies target adolescent females with ASD or related disabilities. Females with ASD are at risk for internalizing symptoms, and experience greater challenges in socialization and communication as social demands become increasingly complex in adolescence. This paper provides a thorough description of a social skills and self-care program designed to address the specific needs of adolescent females with ASD...
October 18, 2016: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/27691922/using-peer-mediated-instruction-to-support-communication-involving-a-student-with-autism-during-mathematics-activities-a-case-study
#3
Paulo Tan, Erna Alant
This study employed an A-B singled subject design to explore the extent to which a peer-mediated intervention supported a first-grade student with autism's usage both in purpose and frequency of a speech-generating device (SGD) during mathematics activities. The intervention involved teaching a peer without a disability to encourage the student with autism to use the SGD during partnered mathematics activities. Our analysis involved visual and descriptive examination of trends and patterns over time, and comparison of means between and within phases...
October 3, 2016: Assistive Technology: the Official Journal of RESNA
https://www.readbyqxmd.com/read/27679841/picture-exchange-communication-system-and-pals-a-peer-mediated-augmentative-and-alternative-communication-intervention-for-minimally-verbal-preschoolers-with-autism
#4
Kathy Thiemann-Bourque, Nancy Brady, Sara McGuff, Keenan Stump, Amy Naylor
Purpose: This study was conducted to investigate the effectiveness of a social intervention that integrates peer-mediated approaches and the Picture Exchange Communication System (PECS). Method: Effects were evaluated using a series of A-B designs replicated across 4 children with severe autism and limited verbal skills. Seven peers without disabilities were trained to use PECS and facilitative social skills. Measures of changes included rates of communication behaviors, modes, functions, and engagement...
September 27, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/27590597/dissemination-and-implementation-of-an-educational-tool-for-veterans-on-complementary-and-alternative-medicine-a-case-study
#5
Rachel Forster Held, Susan Santos, Michelle Marki, Drew Helmer
BACKGROUND: We developed and disseminated an educational DVD to introduce U.S. Veterans to independently-practiced complementary and alternative medicine (CAM) techniques and encourage CAM experimentation. The project's goal was to determine optimal dissemination methods to facilitate implementation within the Veteran's Health Administration. METHODS: In the first phase, the DVD was disseminated using four methods: passive, provider-mediated, active, and peer-mediated...
2016: BMC Complementary and Alternative Medicine
https://www.readbyqxmd.com/read/27529693/a-randomised-controlled-trial-of-a-play-based-intervention-to-improve-the-social-play-skills-of-children-with-attention-deficit-hyperactivity-disorder-adhd
#6
Sarah Wilkes-Gillan, Anita Bundy, Reinie Cordier, Michelle Lincoln, Yu-Wei Chen
UNLABELLED: There is a need for effective interventions to address the social difficulties of children with ADHD. This randomised controlled trial examined the effectiveness of a play-based intervention for improving the social play skills of children with ADHD in peer-to-peer interactions. Children with ADHD (5 to 11 years) were randomised to an intervention-first (n = 15) or waitlist control-first group (n = 14). Participants allocated to the control-first group received the intervention after a 10-week wait period...
2016: PloS One
https://www.readbyqxmd.com/read/27355881/social-competence-in-childhood-brain-tumor-survivors-feasibility-and-preliminary-outcomes-of-a-peer-mediated-intervention
#7
Katie A Devine, William M Bukowski, Olle Jane Z Sahler, Pamela Ohman-Strickland, Tristram H Smith, E Anne Lown, Andrea Farkas Patenaude, David N Korones, Robert B Noll
OBJECTIVE: Evaluate the acceptability, feasibility, and preliminary outcomes of a peer-mediated intervention to improve social competence of brain tumor survivors and classmates. METHOD: Twelve childhood brain tumor survivors and 217 classroom peers in intervention (n = 8) or comparison (n = 4) classrooms completed measures of social acceptance and reputation at 2 time points in the year. The intervention (5-8 sessions over 4-6 weeks) taught peer leaders skills for engaging classmates...
July 2016: Journal of Developmental and Behavioral Pediatrics: JDBP
https://www.readbyqxmd.com/read/27334874/the-social-living-complex-a-new-all-day-yearlong-intervention-model-for-individuals-with-autism-spectrum-disorder-and-their-parents
#8
Ceymi Doenyas
We propose an unprecedented intervention for individuals with autism spectrum disorder (ASD) and their parents: the social living complex. Unlike existing social skills interventions, peer-mediated interventions here are not limited to the school/experiment duration and setting. Whereas other supported living services house adults with ASD only, here children with ASD and their families live and interact with typically developing (TD) individuals. Another novelty is support groups for parents of children with ASD, who report feeling higher levels of stress than parents of TD children and children with other disabilities, feeling isolated, and not receiving social support...
September 2016: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/27274966/improving-the-conversational-skills-of-a-college-student-with-peer-mediated-behavioral-skills-training
#9
Lauren Beaulieu, Gregory P Hanley, Joana L Santiago
We used a multiple baseline design across behaviors to evaluate peer-mediated behavioral skills training to improve a complex repertoire of conversational skills of an undergraduate student diagnosed with a learning disability NOS. Following treatment, we observed a decrease in interrupting and content specificity and an increase in questioning. Treatment effects maintained with naïve peers during unstructured conversations and outcomes compared favorably with normative data on the conversational skills of three undergraduates without learning disabilities...
June 2014: Analysis of Verbal Behavior
https://www.readbyqxmd.com/read/27268571/examining-the-effects-of-adult-and-peer-mediated-goal-setting-and-feedback-interventions-for-writing-two-studies
#10
Julianna Alitto, Christine K Malecki, Samantha Coyle, Alecia Santuzzi
The current study investigated the effects of goal setting and performance feedback on Curriculum Based Measurement in Written Expression (CBM-WE). This two-study investigation examined the utility of the intervention using two different delivery mechanisms. In Study 1, fourth grade students (n=114) were provided both with (a) feedback from their teachers regarding their performance on CBM-WE probes and (b) new weekly goals or no feedback and goals, once a week for a ten-week intervention period. Study 2 examined the effects of this intervention with a sample of fifth grade students (n=106) when feedback and individual goals were provided by peers within their classrooms twice weekly over the course of eight weeks compared to a practice only control condition...
June 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27229851/evaluating-the-pragmatic-language-skills-of-children-with-adhd-and-typically-developing-playmates-following-a-pilot-parent-delivered-play-based-intervention
#11
Reinie Cordier, Natalie Munro, Sarah Wilkes-Gillan, Lydia Ling, Kimberley Docking, Wendy Pearce
BACKGROUND/AIM: Children with attention deficit hyperactivity disorder (ADHD) often present with pragmatic language deficits and difficulties with peer-peer friendships. Parents and typically developing peers (TDPs) may be able to assist via parent and peer-mediated intervention approaches when adequately supported by trained adult facilitators. This study investigated whether a parent-delivered play-based intervention supported by occupational therapists and speech language pathologists was feasible and improved the pragmatic language skills of children with ADHD and their TDPs...
May 27, 2016: Australian Occupational Therapy Journal
https://www.readbyqxmd.com/read/27154909/changes-in-anxiety-following-a-randomized-control-trial-of-a-theatre-based-intervention-for-youth-with-autism-spectrum-disorder
#12
Blythe A Corbett, Scott D Blain, Sara Ioannou, Maddie Balser
Increased anxiety and stress are frequently found in children with autism spectrum disorder and are associated with social challenges. Recently, we reported changes in social competence following peer-mediated, theatre-based intervention. The purpose of this study was to examine the impact of the intervention on reducing anxiety and stress. Participants included 30 youth with autism spectrum disorder (8-14 years old) randomly assigned to the experimental (17) or waitlist control (13) group. Pretest adjusted, between-group differences were analyzed for state-anxiety, trait-anxiety, play-based cortisol, and diurnal cortisol...
May 5, 2016: Autism: the International Journal of Research and Practice
https://www.readbyqxmd.com/read/27056878/the-effects-of-peer-mediated-check-in-check-out-on-the-social-skills-of-socially-neglected-students
#13
Tai A Collins, Frank M Gresham, Evan H Dart
Check-In/Check-Out (CICO) is a moderately effective Tier 2 intervention often used to address attention-maintained problem behaviors in schools. Recent studies on CICO have demonstrated the effectiveness of the intervention when combined with social skills training and when utilizing students' peers as interventionists. Using a concurrent multiple baseline across participants design, the present study evaluated the effectiveness of peer-mediated CICO to target social skills in elementary school students identified as socially neglected using a sociometric classification system...
July 2016: Behavior Modification
https://www.readbyqxmd.com/read/26606507/peers-as-clinicians-examining-the-impact-of-stay-play-talk-on-social-communication-in-young-preschoolers-with-autism
#14
Angela B Barber, Rachel W Saffo, Ansley T Gilpin, Lydia D Craft, Howard Goldstein
BACKGROUND: Peer Mediated Interventions (PMIs) can be incorporated into integrated early childhood and preschool settings to address socialization impairments observed in children with ASD (Katz & Girolametto, 2013). However, research examining specific PMI strategies with young preschoolers remains limited. OBJECTIVE: The current study examines the efficacy of the Stay, Play, Talk PMI (English, Shafer, Goldstein, & Kaczmerek, 1997) on the social communication skills of young preschool children diagnosed with an Autism Spectrum Disorder (ASD)...
January 2016: Journal of Communication Disorders
https://www.readbyqxmd.com/read/26419766/improvement-in-social-competence-using-a-randomized-trial-of-a-theatre-intervention-for-children-with-autism-spectrum-disorder
#15
RANDOMIZED CONTROLLED TRIAL
Blythe A Corbett, Alexandra P Key, Lydia Qualls, Stephanie Fecteau, Cassandra Newsom, Catherine Coke, Paul Yoder
The efficacy of a peer-mediated, theatre-based intervention on social competence in participants with autism spectrum disorder (ASD) was tested. Thirty 8-to-14 year-olds with ASD were randomly assigned to the treatment (n = 17) or a wait-list control (n = 13) group. Immediately after treatment, group effects were seen on social ability, (d = .77), communication symptoms (d = -.86), group play with toys in the company of peers (d = .77), immediate memory of faces as measured by neuropsychological (d = .75) and ERP methods (d = ...
February 2016: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/26312064/social-communication-effects-of-peer-mediated-recess-intervention-for-children-with-autism
#16
Brandon McFadden, Debra Kamps, Linda Heitzman-Powell
Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6-8)...
December 2014: Research in Autism Spectrum Disorders
https://www.readbyqxmd.com/read/26180543/peer-mediation-to-increase-communication-and-interaction-at-recess-for-students-with-autism-spectrum-disorders
#17
Rose Mason, Debra Kamps, Amy Turcotte, Suzanne Cox, Sarah Feldmiller, Todd Miller
Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD...
March 2014: Research in Autism Spectrum Disorders
https://www.readbyqxmd.com/read/26075919/underage-use-of-social-network-sites-it-s-about-friends
#18
Monica Barbovschi, Hana Macháčková, Kjartan Ólafsson
European self-regulation to ensure children's safety on social networking sites (SNS) stipulates that children should be old enough to use their services. However, a growing number of children are not. Drawing on data from the Net Children Go Mobile (NCGM) project (2012-2014), this study focuses on children aged 9-12 years, among whom 42% have a profile on Facebook, many with the explicit permission of their parents, despite the explicit policy allowing only children aged 13 years and older. Yet, such parental influence is not the only factor contributing to an underage child having a profile...
June 2015: Cyberpsychology, Behavior and Social Networking
https://www.readbyqxmd.com/read/25983681/pro-social-50-khz-ultrasonic-communication-in-rats-post-weaning-but-not-post-adolescent-social-isolation-leads-to-social-impairments-phenotypic-rescue-by-re-socialization
#19
Dominik Seffer, Henrike Rippberger, Rainer K W Schwarting, Markus Wöhr
Rats are highly social animals and social play during adolescence has an important role for social development, hence post-weaning social isolation is widely used to study the adverse effects of juvenile social deprivation and to induce behavioral phenotypes relevant to neuropsychiatric disorders, like schizophrenia. Communication is an important component of the rat's social behavior repertoire, with ultrasonic vocalizations (USV) serving as situation-dependent affective signals. High-frequency 50-kHz USV occur in appetitive situations and induce approach behavior, supporting the notion that they serve as social contact calls; however, post-weaning isolation effects on the behavioral changes displayed by the receiver in response to USV have yet to be studied...
2015: Frontiers in Behavioral Neuroscience
https://www.readbyqxmd.com/read/25976526/the-developmental-relationship-between-depressive-symptoms-in-adolescence-and-harmful-drinking-in-emerging-adulthood-the-role-of-peers-and-parents
#20
Francesca Pesola, Katherine H Shelton, Jon Heron, Marcus Munafò, Matthew Hickman, Marianne B M van den Bree
Depressive symptoms have been linked to the development of harmful drinking in adolescence but it remains unclear to what extent this effect continues into emerging adulthood. Deviant peers represent a risk factor while parental monitoring is a protective factor for harmful drinking. The study explored the relationship between depressive symptoms and harmful drinking between early adolescence and emerging adulthood. We also assessed to what extent this relationship is mediated by the influence of deviant peers and whether parental monitoring weakens this process...
September 2015: Journal of Youth and Adolescence
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