Literaturnachweis - Detailanzeige
| Autor/inn/en | Bross, Leslie Ann; Huffman, Jonathan M.; Anderson, Ashley; Alhibs, Mashael; Rousey, Jessica G.; Pinczynski, Monique |
|---|---|
| Titel | Technology-Based Self-Monitoring and Visual Supports to Teach Question Asking Skills to Young Adults with Autism in Community Settings |
| Quelle | In: Journal of Special Education Technology, 38 (2023) 4, S.458-471 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bross, Leslie Ann) ORCID (Rousey, Jessica G.) ORCID (Pinczynski, Monique) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/01626434221142809 |
| Schlagwörter | Young Adults; Autism Spectrum Disorders; Self Management; Intervention; Questioning Techniques; Skill Development; Males; Peer Relationship; Interpersonal Communication; Program Effectiveness; Visual Aids; Evidence Based Practice; Authentic Learning; Experiential Learning; Educational Technology; Telecommunications; Handheld Devices; Social Responsiveness Scale Young adult; Junger Erwachsener; Autism; Autismus; Selbstmanagement; Befragungstechnik; Fragetechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Male; Männliches Geschlecht; Peer-Beziehungen; Interpersonale Kommunikation; Anschauungsmaterial; Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtsmedien; Telekommunikationstechnik |
| Abstract | Young adults with autism spectrum disorder (ASD) typically benefit from individually-designed interventions to engage in reciprocal conversation. We used a multiple baseline across participants design to evaluate the effects of a technology-based self-monitoring application (i.e., I-Connect) and visual supports to teach question asking skills to three males with ASD, ages 21-26. Participants selected community locations to participate in structured conversations with peers that were audio recorded. All participants demonstrated an immediate effect to increase their number of questions asked when using I-Connect to self-monitor. However, participant responding varied when visual supports were added. Maintenance also varied across participants. Findings indicated existing evidence-based practices for learners with ASD, such as self-monitoring and visual supports, can be combined in socially valid ways. Implications and suggestions for future research related to teaching conversation skills for young adults with ASD are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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