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Effectiveness of Using a Peer Learning Strategy to Reduce the Severity of Repetitive Stereotypical Behavior in Children with Autism Spectrum Disorder |
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PP: 2745-2757 |
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doi:10.18576/isl/120706
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Author(s) |
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Reem A. Alkenani,
Buthiana E. Awais,
Elham M. Alqsaireen,
Nayef A. Wahsheh,
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Abstract |
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| The study investigates the effectiveness of using a peer learning strategy to reduce the intensity of repetitive stereotypical behavior in children with autism spectrum disorder, and to identify the extent to which the effectiveness of the program continues after the end of the application through a follow-up assessment. The study was applied in Jordan, and the semi-experimental approach was used on the study sample that was selected by the intentional method consisting of (10) children with autism spectrum disorder, their ages ranging from (5-7) years. The researchers developed the scale of stereotypical behavior based on theoretical literature and previous studies, in addition to developing a program based on the use of peer learning strategy to reduce repetitive stereotypical behavior in children with autism spectrum disorder. The results showed that there were significant differences between the average scores of children (experimental sample) on the dimensions of repetitive stereotyped behavior (sensory, motor, verbal, emotional, stereotyped, total score) in the pre and post-measurements in favor of post-measurement Moreover, there were no significant differences between the averages of the childrens (experimental sample) on the dimensions of stereotyped repetitive behavior (sensory, motor, verbal, emotional, stereotyped, total grade) in the post- measurement. The study recommended the importance of using a peer learning strategy to develop desirable behaviors in children with autism spectrum disorder.
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