School-Based Social Skills Training for Children with Autism Spectrum Disorder

Autor/inn/en	Radley, Keith C.; McHugh, Melissa B.; Taber, Traci; Battaglia, Allison A.; Ford, W. Blake
Titel	School-Based Social Skills Training for Children with Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 32 (2017) 4, S.256-268 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357615583470
Schlagwörter	Interpersonal Competence; Training; Pervasive Developmental Disorders; Autism; Intervention; Elementary School Students; Observation; Social Behavior; Peer Relationship + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Ausbildung; Autismus; Beobachtung; Social behaviour; Soziales Verhalten; Peer-Beziehungen
Abstract	The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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