Increasing Peer-to-Peer Social Skills through Direct Instruction of Two Elementary School Girls with Autism

Autor/inn/en	Banda, Devender R.; Hart, Stephanie L.
Titel	Increasing Peer-to-Peer Social Skills through Direct Instruction of Two Elementary School Girls with Autism
Quelle	In: Journal of Research in Special Educational Needs, 10 (2010) 2, S.124-132 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
Schlagwörter	Autism; Interpersonal Competence; Direct Instruction; Females; Elementary School Students; Educational Strategies + Suchen Sie Ihr Suchwort? Autismus; Interpersonale Kompetenz; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Weibliches Geschlecht; Lehrstrategie
Abstract	This study was conducted to increase peer-to-peer social skills using direct instruction of two elementary students diagnosed with autism. Two participants and a peer were trained to initiate, share and respond to each other and to the peer. A multiple-baseline design across participants was used to determine the effects of the direct instruction strategy. Results indicated increased social initiations in both participants and sharing behaviours in one of the participants, but no increases in responses in both participants. Implications for practitioners and for future researchers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10