Effects of a Multimedia Social Skills Program in Increasing Social Responses and Initiations of Children with Autism Spectrum Disorder

Autor/inn/en	Block, Heidi M.; Radley, Keith C.; Jenson, William R.; Clark, Elaine; O'Neill, Robert E.
Titel	Effects of a Multimedia Social Skills Program in Increasing Social Responses and Initiations of Children with Autism Spectrum Disorder
Quelle	In: International Journal of School & Educational Psychology, 3 (2015) 1, S.16-24 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2014.923355
Schlagwörter	Program Evaluation; Program Effectiveness; Social Development; Child Behavior; Elementary School Students; Autism; Pervasive Developmental Disorders; Social Behavior; Interpersonal Competence; Check Lists; Scores; Elementary School Teachers; Interpersonal Communication; Peer Relationship; Responses; Rating Scales; Surveys; Observation; Intelligence Tests; Children; Likert Scales; Intervention; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Soziale Entwicklung; Autismus; Social behaviour; Soziales Verhalten; Interpersonale Kompetenz; Checkliste; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interpersonale Kommunikation; Peer-Beziehungen; Rating-Skala; Survey; Umfrage; Befragung; Beobachtung; Intelligence test; Intelligenztest; Child; Kind; Kinder; Likert-Skala
Abstract	The current study evaluated the effectiveness of Superheroes Social Skills, a multimedia social skills package, in improving social responsiveness and social initiation behaviors of four elementary school children with an autism spectrum disorder (ASD). The program was implemented in a public school setting in the southwestern United States for 30 min twice a week across an 11-week period of time. Observations of participants' social responses and initiations during regularly scheduled recess periods showed substantial improvements in social response behaviors and small effects for increasing social initiations. The overall effects on social engagement were maintained at follow-up and scores on teacher-completed social skills checklists further supported the observed improvements. Further, social validity checklists by teachers, parents, and participants suggest acceptability of the intervention procedures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01