Increasing Social Interaction Skills of Secondary School Students with Autism and/or Intellectual Disability: A Review of Interventions

Autor/inn/en	Hughes, Carolyn; Kaplan, Lauren; Bernstein, Rebekah; Boykin, Michaela; Reilly, Caitlin; Brigham, Nicolette; Cosgriff, Joseph; Heilingoetter, Jamie; Harvey, Michelle
Titel	Increasing Social Interaction Skills of Secondary School Students with Autism and/or Intellectual Disability: A Review of Interventions
Quelle	In: Research and Practice for Persons with Severe Disabilities, 37 (2012) 4, S.288-307 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Intervention; Secondary School Students; Interpersonal Relationship; Autism; Generalization; Mental Retardation; Participant Characteristics; Fidelity; Literature Reviews; Interpersonal Competence; Interaction; Peer Relationship; Individual Characteristics; Environmental Influences; Teaching Methods; Peer Teaching + Suchen Sie Ihr Suchwort? Sekundarschüler; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Autismus; Geistige Behinderung; Interpersonale Kompetenz; Interaktion; Peer-Beziehungen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Environmental influence; Umwelteinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching
Abstract	We reviewed studies to identify strategies effective at increasing social interaction skills across a range of secondary school students with autism and/or intellectual disability who experienced limited peer interaction. We were particularly interested in identifying strategies that involved peers and were effective at increasing peer interaction beyond the instructional setting. We identified 13 intervention studies that we analyzed by (a) participant characteristics, settings, and outcomes measured; (b) effective instructional strategies, including role of peers and programming for generalization, related to generalized effects of social interaction interventions; (c) the relation of participant characteristics, type of intervention, and generalization effects; (d) social validation and treatment fidelity measures; and (e)methodological limitations. Findings allowed us to provide recommendations for future research and practice. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10