A Systematic Review of Program Circumstances in Training Social Skills to Adolescents with High-Functioning Autism

Autor/inn/en	Mirzaei, Sedigheh Sadat; Pakdaman, Shahla; Alizadeh, Ebrahim; Pouretemad, Hamidreza
Titel	A Systematic Review of Program Circumstances in Training Social Skills to Adolescents with High-Functioning Autism
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 3, S.237-246 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2020.1748802
Schlagwörter	Autism Spectrum Disorders; Interpersonal Competence; Social Development; Skill Development; Adolescents; Parent Participation; Influences; Drills (Practice); Adolescent Development; Individual Characteristics; Generalization; Maintenance; Program Effectiveness + Suchen Sie Ihr Suchwort? Autism; Autismus; Interpersonale Kompetenz; Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Elternmitwirkung; Influence; Einfluss; Einflussfaktor; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Despite many programs for educating social skills to adolescents with autism, insufficient attention has been paid to examine the optimal conditions and strategies that are important for improvement and generalization of the learned skills. So after reviewing and searching for three PubMed, Scopus, and ProQuest databases, 20 studies were finally analyzed and shared conditions were extracted. The results showed that the most important condition is parental involvement. The rehearsal and practice of social skills, attention to developmental trajectories, strengths and weaknesses of the individual and use of quantitative and qualitative tools are the other circumstances. In conclusion, taking into account these conditions for improvement, generalization and durability of the skills can be helpful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01