Using Video to Teach Social Skills to Secondary Students with Autism

Autor/in	Parsons, Lynn D.
Titel	Using Video to Teach Social Skills to Secondary Students with Autism
Quelle	In: TEACHING Exceptional Children, 39 (2006) 2, S.32-38 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Autism; Asperger Syndrome; Video Technology; Secondary School Students; Interpersonal Competence; Teaching Methods; Role Playing; After School Programs; Summer Programs; Middle School Students; High School Students; Peer Relationship; Skill Development; Parent Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Autismus; Asperger-Syndrom; Sekundarschüler; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sommerkurs; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Peer-Beziehungen; Kompetenzentwicklung; Qualifikationsentwicklung; Elternverhalten; Schülerverhalten
Abstract	Many students with disabilities have difficulty acquiring social skills, especially those necessary for employment. Students with autism struggle because of problems with (1) theory of mind; (2) reading facial expressions; (3) auditory processing problems; and (4) a lack of exposure to social conventions. Virtual reality and video have been used for social skills instruction with very young children with autism. However, there is limited information about use of video with secondary students. In this article, the author describes how teachers used videotaped role-plays in "Survivor Bunch," an after school and summer bimonthly social skills class for middle and high school students in the Birdville Independent School District, to allow students with autism or Asperger's syndrome to observe themselves, make helpful suggestions to their peers, and rehearse social skills. Using digital video is a natural fit for these students. As a result of the videotaped role-plays, there were many positive changes that the staff and students observed during class. Parents also reported observing positive changes at home. (Contains 7 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10