Literaturnachweis - Detailanzeige
| Autor/inn/en | Bebko, James M.; Rhee, Thomas; Ncube, Busisiwe L.; Dahary, Hadas |
|---|---|
| Titel | Effectiveness and Retention of Teaching Memory Strategy Use to Children with Autism Spectrum Disorder |
| Quelle | In: Canadian Journal of School Psychology, 32 (2017) 3-4, S.244-264 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0829-5735 |
| DOI | 10.1177/0829573517699332 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Memory; Children; Program Effectiveness; Intervention; Drills (Practice); Maintenance; Training; Individualized Instruction; Generalization; Adolescents; Comparative Analysis; Intelligence Tests; Cognitive Ability; Recall (Psychology); Pictorial Stimuli; Wechsler Intelligence Scale for Children; Stanford Binet Intelligence Scale |
| Abstract | Although low levels of memory strategy use have been found in children with autism spectrum disorders (ASDs), few studies have explored the effectiveness of interventions for improving strategy use with this population. In two studies, we examined the short- and longer term effectiveness of rehearsal strategy training. In Study 1, children with ASD made strong gains during a focused teaching session, but rehearsal strategy use was not well maintained after training. In Study 2, we increased training with multiple individualized sessions. Longer term maintenance of gains occurred, demonstrating the possibility of successfully teaching and generalizing of strategy use, findings that have important implications for classroom and intervention contexts with children with ASD. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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