Improving Socialization for High School Students with ASD by Using Their Preferred Interests / Robert KOEGEL in Journal of Autism and Developmental Disorders, 43-9 (September 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2121-2134 Titre : Improving Socialization for High School Students with ASD by Using Their Preferred Interests Type de document : Texte imprimé et/ou numérique Auteurs : Robert KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KOEGEL, Auteur ; Ben SCHWARTZMAN, Auteur Article en page(s) : p.2121-2134 Langues : Anglais (eng) Mots-clés : Social  High school  Autism spectrum disorders  Inclusion Index. décimale : PER Périodiques Résumé : There has been a paucity of research on effective social interventions for adolescents with autism spectrum disorders (ASD) in inclusive high school settings. The literature, however, suggests that incorporating the student with ASD’s special interests into activities may help improve their socialization with typical peers. Within the context of a multiple baseline across participants design, we implemented lunchtime activities incorporating the adolescent with ASD’s preferred interests that were similar to ongoing activities already available at the schools. Results showed this increased both level of engagement and their rate of initiations made to typical peers. Social validation measures suggest that both adolescents with ASD and typical peers enjoyed participating in these activities and that the results generalized to other similar activities. En ligne : http://dx.doi.org/10.1007/s10803-013-1765-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] Improving Socialization for High School Students with ASD by Using Their Preferred Interests [Texte imprimé et/ou numérique] / Robert KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KOEGEL, Auteur ; Ben SCHWARTZMAN, Auteur . - p.2121-2134. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2121-2134 Mots-clés : Social  High school  Autism spectrum disorders  Inclusion Index. décimale : PER Périodiques Résumé : There has been a paucity of research on effective social interventions for adolescents with autism spectrum disorders (ASD) in inclusive high school settings. The literature, however, suggests that incorporating the student with ASD’s special interests into activities may help improve their socialization with typical peers. Within the context of a multiple baseline across participants design, we implemented lunchtime activities incorporating the adolescent with ASD’s preferred interests that were similar to ongoing activities already available at the schools. Results showed this increased both level of engagement and their rate of initiations made to typical peers. Social validation measures suggest that both adolescents with ASD and typical peers enjoyed participating in these activities and that the results generalized to other similar activities. En ligne : http://dx.doi.org/10.1007/s10803-013-1765-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

Training Paraprofessionals to Improve Socialization in Students with ASD / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2197-2208 Titre : Training Paraprofessionals to Improve Socialization in Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KERN KOEGEL, Auteur Article en page(s) : p.2197-2208 Langues : Anglais (eng) Mots-clés : Paraprofessional  Training  Autism  Socialization  School Index. décimale : PER Périodiques Résumé : An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2094-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Training Paraprofessionals to Improve Socialization in Students with ASD [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KERN KOEGEL, Auteur . - p.2197-2208. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2197-2208 Mots-clés : Paraprofessional  Training  Autism  Socialization  School Index. décimale : PER Périodiques Résumé : An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2094-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

---

1 (1 - 2 / 2)