| Title |
Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, September 2007
|
| DOI | 10.1007/s10803-007-0449-2 |
| Pubmed ID | |
| Authors |
Christena Blauvelt Harper, Jennifer B. G. Symon, William D. Frea |
| Abstract |
Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the motivational techniques of Pivotal Response Training through peer-mediated practice to improve social interactions for children with autism during recess activities. A multiple baseline design across subjects was used to assess social skills gains in two elementary school children. The results demonstrated an increase in important social skills, namely social initiations and turn taking, during recess. |
Mendeley readers
The data shown below were compiled from readership statistics for 257 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 4 | 2% |
| United Kingdom | 2 | <1% |
| Germany | 1 | <1% |
| Netherlands | 1 | <1% |
| Japan | 1 | <1% |
| Canada | 1 | <1% |
| Unknown | 247 | 96% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 50 | 19% |
| Student > Ph. D. Student | 43 | 17% |
| Student > Doctoral Student | 31 | 12% |
| Researcher | 26 | 10% |
| Student > Bachelor | 21 | 8% |
| Other | 36 | 14% |
| Unknown | 50 | 19% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 93 | 36% |
| Social Sciences | 62 | 24% |
| Arts and Humanities | 12 | 5% |
| Nursing and Health Professions | 11 | 4% |
| Medicine and Dentistry | 9 | 4% |
| Other | 16 | 6% |
| Unknown | 54 | 21% |
Attention Score in Context
This research output has an Altmetric Attention Score of 7. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 12 May 2020.
All research outputs
#4,461,663
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#1,825
of 5,240 outputs
Outputs of similar age
#12,268
of 71,433 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#9
of 32 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. Compared to these this one has done well and is in the 80th percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one has gotten more attention than average, scoring higher than 64% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 71,433 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 81% of its contemporaries.
We're also able to compare this research output to 32 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 71% of its contemporaries.