Literaturnachweis - Detailanzeige
| Autor/inn/en | Locke, Jill; Kang-Yi, Christina; Pellecchia, Melanie; Mandell, David S. |
|---|---|
| Titel | It's Messy but Real: A Pilot Study of the Implementation of a Social Engagement Intervention for Children with Autism in Schools |
| Quelle | In: Journal of Research in Special Educational Needs, 19 (2019) 2, S.135-144 (10 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Locke, Jill) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1471-3802 |
| DOI | 10.1111/1471-3802.12436 |
| Schlagwörter | Autism; Interpersonal Competence; Elementary School Students; Pervasive Developmental Disorders; Educational Experience; Social Networks; Intervention; Evidence Based Practice; Outcomes of Education; Program Descriptions; Urban Schools; Public Schools; School Personnel; Peer Relationship; Inclusion |
| Abstract | Social impairment represents one of the most challenging core deficits of autism spectrum disorder (ASD) and greatly affects children's school experiences; however, few evidence-based social engagement programs have been implemented and sustained in schools. This pilot study examined the implementation and sustainment of a social engagement intervention, Remaking Recess, for four elementary-aged children with ASD and four school personnel in two urban public schools. The improved peer engagement and social network inclusion outcomes suggest that Remaking Recess can be feasibly implemented in under resourced public schools with fidelity and has the potential to improve child outcomes for children with ASD. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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