A multiple-probe design across participants was used to investigate the effect of a peer-mediated intervention on the turn-taking behavior of 3 children with autism spectrum disorder (ASD) attending inclusive childcare centers. An educator trained peers to support the child with a disability to take turns playing a game on an iPad. The educator was also available to provide coaching for the peer when needed. An intervention effect was demonstrated for each of the children, and 2 were able to demonstrate maintenance of the skill when the training and coaching procedures were not implemented by the educator. Although some elements of the treatment procedures were not consistently applied by the educators or typical peers, the intervention was sufficiently robust to enable the children with ASD to improve their turn-taking skills.

中文翻译：

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使用同伴调解和教育工作者促进在包容性儿童保育中促进自闭症谱系障碍幼儿的轮流接受

跨参与者的多探针设计用于调查同伴介导的干预对 3 名患有自闭症谱系障碍 (ASD) 的儿童在包容性儿童保育中心的轮流行为的影响。一位教育工作者培训同伴支持残疾儿童轮流在 iPad 上玩游戏。教育工作者也可以在需要时为同伴提供指导。每个孩子都表现出干预效果，当教育者没有实施培训和辅导程序时，有 2 个孩子能够展示技能的保持。尽管教育者或典型的同龄人并未始终如一地应用治疗程序的某些要素，但干预措施足以使患有 ASD 的儿童提高他们的轮流技能。