Overview
- Explains the PPSI’s comprehensive protocol
- Shows how the ecological protocol of PPSI can be implemented in preschools
- Contains supportive appendix with visual illustrations to support the learning and practicing processes of PPSI
Part of the book series: Social Interaction in Learning and Development (SILD)
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Table of contents (9 chapters)
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Front Matter
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Conceptual Basis for the PPSI: Typical and Atypical Peer Relations and Interventions
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Front Matter
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Principles, Techniques, and Contents of the PPSI Protocol: Interaction, Play, and Conversation Interventions
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Front Matter
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PPSI Empirical Basis and Psychoeducational Implications
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Front Matter
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Back Matter
Keywords
About this book
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.
Authors and Affiliations
About the authors
Prof. Nirit Bauminger-Zviely is a full professor in Educational Psychology from UCLA, and former head of the School of Education at BIU. Prof. Bauminger-Zviely's ASD laboratory at the school of education is at the forefront of basic and applied research on the social – emotional development and peer relations of children affected by ASD including novel manualized evidenced based social interventions. Over the last two decades Prof. Bauminger-Zviely developed multidimensional evidenced-based social intervention as well as assessment procedures and scales to evaluate the ASD social phenotype. She is the author of the book "Social and academic abilities in children with HFASD", published with Guilford, and has written numerous book chapters and journal articles on the subject of ASD and peer relations, friendships, social intervention, social emotions, social cognition and social communication. Her work has been presented both nationally and internationally.
Bibliographic Information
Book Title: Preschool Peer Social Intervention in Autism Spectrum Disorder
Book Subtitle: Social Communication Growth via Peer Play Conversation and Interaction
Authors: Nirit Bauminger-Zviely, Dganit Eytan, Sagit Hoshmand, Ofira Rajwan Ben–Shlomo
Series Title: Social Interaction in Learning and Development
DOI: https://doi.org/10.1007/978-3-030-79080-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
Hardcover ISBN: 978-3-030-79079-0Published: 23 September 2021
Softcover ISBN: 978-3-030-79082-0Published: 24 September 2022
eBook ISBN: 978-3-030-79080-6Published: 22 September 2021
Series ISSN: 2662-5512
Series E-ISSN: 2662-5520
Edition Number: 1
Number of Pages: XX, 257
Number of Illustrations: 1 b/w illustrations, 7 illustrations in colour
Topics: Educational Psychology, Education, general, Early Childhood Education, Sociology of Education