A Social-Behavioral Learning Strategy Intervention for a Child with Asperger Syndrome: Brief Report

Autor/in	Bock, Marjorie A.
Titel	A Social-Behavioral Learning Strategy Intervention for a Child with Asperger Syndrome: Brief Report
Quelle	In: Remedial and Special Education, 28 (2007) 5, S.258-265 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
Schlagwörter	Teaching Methods; Social Behavior; Intervention; Interpersonal Relationship; Interaction; Long Term Memory; Learning Strategies; Cooperative Learning; Asperger Syndrome; Middle School Students; Student Participation; Grade 7; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Social behaviour; Soziales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Langzeitgedächtnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Asperger-Syndrom; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; School year 07; 7. Schuljahr; Schuljahr 07; Unterrichtserfolg
Abstract	This study examined the effect of a social-behavioral learning strategy intervention (Stop-Observe-Deliberate-Act; SODA) on the social interaction skills of one middle school student with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the ability of one student with AS to participate in cooperative learning activities, play board games, and visit his peers during lunch. A multiple-baseline-across-settings design was used to analyze social behavior without SODA (baseline) and with SODA (intervention) during seventh-grade English, lunch, and activity periods. Maintenance probes occurred twice a month for 2 months following the completion of intervention activities. The participant benefited from the SODA intervention: He presented an increased percentage of time spent learning cooperatively, playing board games, and visiting during lunch when SODA training began. When SODA training was discontinued, he maintained high performance across all study conditions, nearly matching that of a peer without disabilities. Moreover, the participant presented long-term memory of SODA 2 months after maintenance. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10