Promoting autistic students’ transition from first to second level of elementary education: pilot evaluation of the school buddy program.
AbstractTransitioning to a new educational level involves changes in social, academic, and physical environments that are often challenging for autistic students. Peer support is a recommended, yet underutilized and understudied, method for helping students adapt to these changes. The current study...
| Publicado en: | International Journal of Developmental Disabilities pp. 1 - 15 |
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| Autores principales: | , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2025
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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=185706465&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185706465 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: May2025 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 185706465 10.1080/20473869.2025.2511671 185706465 ppf: 1 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Promoting autistic students’ transition from first to second level of elementary education: pilot evaluation of the school buddy program. aug: au: Płatos, Mateusz Droś, Anna Wojaczek, Kinga affil: Department of Developmental Psychology, Faculty of Social and Behavioural Sciences, Utrecht University sug: ab: AbstractTransitioning to a new educational level involves changes in social, academic, and physical environments that are often challenging for autistic students. Peer support is a recommended, yet underutilized and understudied, method for helping students adapt to these changes. The current study examines the preliminary outcomes and feasibility of implementing a peer-mediated intervention in elementary schools. Eleven autistic children attending 4th grade elementary school were paired with older students (buddies) and encouraged to participate in organized joint activities during recess. The intervention showed positive effects on children’s social and emotional inclusion and functional problems, as reported by teachers but not by children. In addition, the program showed high child and teacher acceptability and compatibility with the school environment, but mixed feasibility. Implementation barriers related to autism stigma and limited school resources should be addressed to increase the adoption and sustainability of peer support in schools. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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