Literaturnachweis - Detailanzeige
Autor/inn/en | Michalek, Anne M. P.; Phalen, Lisa; Bobzien, Jonna L.; Chen, Chung-Hao; Urbano, Maria; Hartmann, Kathrin; Okwara, Leonore; Gorrepati, Purnima; Deutsch, Stephen; Williams, Takeshia |
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Titel | Using a STEM Activity to Improve Social Communication Interactions in Autism Spectrum Disorder |
Quelle | In: Preventing School Failure, 65 (2020) 1, S.38-47 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Michalek, Anne M. P.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1045-988X |
DOI | 10.1080/1045988X.2020.1811627 |
Schlagwörter | STEM Education; Adolescents; Autism; Pervasive Developmental Disorders; Interpersonal Communication; Communication Skills; Learning Activities; Social Development; Cooperative Learning; Robotics; Program Effectiveness; Rating Scales; Science Laboratories; Science Activities; Nonverbal Communication; High School Students; Childhood Autism Rating Scale STEM; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Interpersonale Kommunikation; Kommunikationsstil; Lernaktivität; Soziale Entwicklung; Kooperatives Lernen; Robotertechnik; Rating-Skala; Non-verbal communication; Nonverbale Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin |
Abstract | Social communication deficits associated with Autism Spectrum Disorder are often exacerbated during adolescence. Group based approaches are effective intervention techniques for facilitating improved social communication skills in people with ASD; however, science, technology, engineering, and math activities, while highly preferred areas of interest, are overlooked as a therapeutic tool. This study determines the effectiveness of peer collaborations using a STEM activity on social communication for adolescents with ASD. Using solarbotics kits, peer dyads worked together over the course of a 12-week period to construct a functioning robot. Measures of social communication were collected prior to the initiation of the intervention, during the intervention, and after the intervention. Results indicated that the collaborative peer intervention using a STEM focused approach facilitated non-verbal and pragmatic improvements. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |