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A systematic review of school-based interventions targeting social communication behaviors for students with autism / B. M. SUTTON in Autism, 23-2 (February 2019)
[article]
Titre : A systematic review of school-based interventions targeting social communication behaviors for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : B. M. SUTTON, Auteur ; Amanda A. WEBSTER, Auteur ; Marleen F. WESTERVELD, Auteur Article en page(s) : p.274-286 Langues : Anglais (eng) Mots-clés : autism spectrum disorder initiate intervention respond school social communication social interaction Index. décimale : PER Périodiques Résumé : Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program. En ligne : http://dx.doi.org/10.1177/1362361317753564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Autism > 23-2 (February 2019) . - p.274-286[article] A systematic review of school-based interventions targeting social communication behaviors for students with autism [Texte imprimé et/ou numérique] / B. M. SUTTON, Auteur ; Amanda A. WEBSTER, Auteur ; Marleen F. WESTERVELD, Auteur . - p.274-286.
Langues : Anglais (eng)
in Autism > 23-2 (February 2019) . - p.274-286
Mots-clés : autism spectrum disorder initiate intervention respond school social communication social interaction Index. décimale : PER Périodiques Résumé : Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program. En ligne : http://dx.doi.org/10.1177/1362361317753564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383