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Preschool peer social intervention i...

Bauminger-Zviely, Nirit.

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Preschool peer social intervention in autism spectrum disorder = social communication growth via peer play conversation and interaction /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Preschool peer social intervention in autism spectrum disorder/ by Nirit Bauminger-Zviely ... [et al.].
Reminder of title:	social communication growth via peer play conversation and interaction /
other author:	Bauminger-Zviely, Nirit.
Published:	Cham :Springer International Publishing : : 2021.,
Description:	xx, 257 p. :ill., digital ;24 cm.
[NT 15003449]:	Preface -- Introduction -- Part I: The PPSI protocol -- Chapter 1. INTERACTION-intervention -- Chapter 2. PLAY-intervention -- Chapter 3. CONVERSATION-intervention -- Chapter 4. PPSI empirical support -- Part II: PPSI Principles -- Chapter 5. Ecological and Developmental CBT - based model -- Chapter 6. Emphasis on peer-peer interaction -- Chapter 7. Adults mediated the intervention -- Chapter 8. Structured manualized program and lessons -- Chapter 9. Activities chosen based on children's CA -- Chapter 10. Lessons combined learning (child-therapists) and practicing (small group) -- Part III: Conclusions and practical implementation of the PPSI -- Chapter 11. PPSI techniques -- Chapter 12. Problem Solving -- Chapter 13. Role play -- Chapter 14. Doll play -- Chapter 15. Use of various visual stimuli: drawn pictures and photos -- Chapter 16. Use of fun play activities and various games -- Chapter 17. Creative craft activities -- Appendix.
Contained By:	Springer Nature eBook
Subject:	Autistic children - Education. -
Online resource:	https://doi.org/10.1007/978-3-030-79080-6
ISBN:	9783030790806

Preschool peer social intervention in autism spectrum disorder = social communication growth via peer play conversation and interaction /
Preschool peer social intervention in autism spectrum disordersocial communication growth via peer play conversation and interaction /[electronic resource] :by Nirit Bauminger-Zviely ... [et al.]. - Cham :Springer International Publishing :2021. - xx, 257 p. :ill., digital ;24 cm. - Social interaction in learning and development,2662-5520. - Social interaction in learning and development..

Preface -- Introduction -- Part I: The PPSI protocol -- Chapter 1. INTERACTION-intervention -- Chapter 2. PLAY-intervention -- Chapter 3. CONVERSATION-intervention -- Chapter 4. PPSI empirical support -- Part II: PPSI Principles -- Chapter 5. Ecological and Developmental CBT - based model -- Chapter 6. Emphasis on peer-peer interaction -- Chapter 7. Adults mediated the intervention -- Chapter 8. Structured manualized program and lessons -- Chapter 9. Activities chosen based on children's CA -- Chapter 10. Lessons combined learning (child-therapists) and practicing (small group) -- Part III: Conclusions and practical implementation of the PPSI -- Chapter 11. PPSI techniques -- Chapter 12. Problem Solving -- Chapter 13. Role play -- Chapter 14. Doll play -- Chapter 15. Use of various visual stimuli: drawn pictures and photos -- Chapter 16. Use of fun play activities and various games -- Chapter 17. Creative craft activities -- Appendix.

This book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation. The book outlines the PPSI's transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child's natural social environment, such as preschool, and it includes the child's social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains. Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children's immediate social experience with peers, but also their future social competence that relies on these early building blocks.

ISBN: 9783030790806

Standard No.: 10.1007/978-3-030-79080-6doiSubjects--Topical Terms:

537255
Autistic children
--Education.

LC Class. No.: LC4717.5

Dewey Class. No.: 371.90472

Preschool peer social intervention in autism spectrum disorder = social communication growth via peer play conversation and interaction /
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490 1 $a Social interaction in learning and development, $x 2662-5520
505 0 $a Preface -- Introduction -- Part I: The PPSI protocol -- Chapter 1. INTERACTION-intervention -- Chapter 2. PLAY-intervention -- Chapter 3. CONVERSATION-intervention -- Chapter 4. PPSI empirical support -- Part II: PPSI Principles -- Chapter 5. Ecological and Developmental CBT - based model -- Chapter 6. Emphasis on peer-peer interaction -- Chapter 7. Adults mediated the intervention -- Chapter 8. Structured manualized program and lessons -- Chapter 9. Activities chosen based on children's CA -- Chapter 10. Lessons combined learning (child-therapists) and practicing (small group) -- Part III: Conclusions and practical implementation of the PPSI -- Chapter 11. PPSI techniques -- Chapter 12. Problem Solving -- Chapter 13. Role play -- Chapter 14. Doll play -- Chapter 15. Use of various visual stimuli: drawn pictures and photos -- Chapter 16. Use of fun play activities and various games -- Chapter 17. Creative craft activities -- Appendix.
520 $a This book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation. The book outlines the PPSI's transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child's natural social environment, such as preschool, and it includes the child's social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains. Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children's immediate social experience with peers, but also their future social competence that relies on these early building blocks.
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