Literaturnachweis - Detailanzeige
| Autor/inn/en | Vincent, Lori B.; Asmus, Jennifer M.; Lyons, Gregory L.; Born, Tiffany; Leamon, Megan; DenBleyker, Emma; McIntire, Hannah |
|---|---|
| Titel | Evaluating the Effectiveness of a Reverse Inclusion Social Skills Intervention for Children on the Autism Spectrum |
| Quelle | In: Journal of Autism and Developmental Disorders, 53 (2023) 7, S.2647-2662 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-022-05513-2 |
| Schlagwörter | Young Children; Kindergarten; Grade 1; Grade 2; Elementary School Students; Inclusion; Interpersonal Competence; Intervention; Autism Spectrum Disorders; Cooperation; Play; Peer Relationship; Interaction; Program Effectiveness |
| Abstract | Schools need effective, generalizable, and socially valid social skills interventions to better support the social inclusion and peer relationships of their students on the autism spectrum. We evaluated a Pivotal Response Treatment-based, naturalistic social skills intervention implemented daily by school personnel in reverse inclusion school settings with four students on the autism spectrum (K-2nd grade). Using a single-case experimental design, results indicated that the students on the autism spectrum showed increases in the percent of time engaged in cooperative play with peers during the intervention (p = 0.0026) and moderate changes in social interactions were determined through systematic visual analysis. However, these changes in social behaviors did not generalize to natural inclusive school settings. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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