Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study.
To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5–10 min intervention...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 54; no. 8; pp. 2860 - 2874 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Aug2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=178836266&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178836266 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Aug2024 vid: 54 iid: 8 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 178836266 164299762 178836266 178836266 10.1007/s10803-023-06024-4 178836266 ppf: 2860 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study. aug: au: Thompson-Hodgetts, Sandy McKillop, Ashley Couture, Mélanie Shire, Stephanie Weiss, Jonathan A. Zwaigenbaum, Lonnie affil: https://ror.org/0160cpw27 Department of Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta, 2-64 Corbett Hall University of Alberta, T6G 2G4, Edmonton, AB, Canada sug: subj: Autism Spectrum Disorder Education Peer Group Camps Social Participation Support, Psychosocial Outcomes of Education Human Multimethod Studies Pilot Studies Male Female Child, Preschool Child Canada Videorecording Semi-Structured Interview Community Programs Descriptive Statistics Funding Source Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5–10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = − 1.942, η2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers' understanding of and social engagement with autistic children in community programs such as camps. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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