Effects of a Social Skills Intervention on Children with Autism Spectrum Disorder and Peers with Shared Deficits

Autor/inn/en	Radley, Keith C.; O'Handley, Roderick D.; Battaglia, Allison A.; Lum, John D. K.; Dadakhodjaeva, Komila; Ford, William B.; McHugh, Melissa B.
Titel	Effects of a Social Skills Intervention on Children with Autism Spectrum Disorder and Peers with Shared Deficits
Quelle	In: Education and Treatment of Children, 40 (2017) 2, S.233-262 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Pervasive Developmental Disorders; Autism; Intervention; Interpersonal Competence; Young Children; Preschool Children; Nonverbal Communication; Nonverbal Ability; Accuracy; Parent Attitudes; Program Implementation; Generalization; Performance Based Assessment; Positive Behavior Supports; Preschool Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Autismus; Interpersonale Kompetenz; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Non-verbal communication; Nonverbale Kommunikation; Elternverhalten; Leistungsermittlung
Abstract	The current study evaluated the effects of the "Superheroes Social Skills" program (Jenson et al. 2011) in promoting accurate demonstration of target social skills in training and generalization conditions in young children with autism spectrum disorder (ASD) and peers with shared social deficits. Three preschool-age children with ASD and 2 typically developing peers with social deficits attended twice-weekly social skills training over 5 weeks, with lessons targeting nonverbal, participation, requesting, and conversation skills. A multiple probe design across social skills replicated across participants was utilized to determine the effect of participation in the intervention on accurate demonstration of target social skills in training and generalized contexts. Results demonstrated improvements in accuracy of target skill demonstration following introduction of intervention. Parental reports of participant social functioning and parent stress were collected as secondary dependent measures, and also suggest improvements associated with intervention. Limitations and future directions are also discussed. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01