Brief Report: Increasing Verbal Greeting Initiations for a Student with Autism Via a Social Story™ Intervention / Brian REICHOW in Journal of Autism and Developmental Disorders, 39-12 (December 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1740-1743 Titre : Brief Report: Increasing Verbal Greeting Initiations for a Student with Autism Via a Social Story™ Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Brian REICHOW, Auteur ; Edward J. SABORNIE, Auteur Année de publication : 2009 Article en page(s) : p.1740-1743 Langues : Anglais (eng) Mots-clés : Social-Story Intervention Social-initiations Social-skills Index. décimale : PER Périodiques Résumé : Social Stories™ are a common intervention for addressing the social skills deficits individuals with autism often demonstrate. In this study, a Social Story intervention was used to increase acceptable verbal greeting initiations with an 11-year-old boy who had a diagnosis of high functioning autism. A withdrawal design with a comparison condition examined the frequency of acceptable verbal greeting initiations during 5 min observation periods. Results showed no acceptable verbal greeting initiations during both baseline conditions, increased frequency of acceptable verbal greeting initiations during both intervention conditions, and maintenance of intervention levels of behavior with visual supports during the comparison condition. En ligne : http://dx.doi.org/10.1007/s10803-009-0814-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=884 [article] Brief Report: Increasing Verbal Greeting Initiations for a Student with Autism Via a Social Story™ Intervention [Texte imprimé et/ou numérique] / Brian REICHOW, Auteur ; Edward J. SABORNIE, Auteur . - 2009 . - p.1740-1743. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1740-1743 Mots-clés : Social-Story Intervention Social-initiations Social-skills Index. décimale : PER Périodiques Résumé : Social Stories™ are a common intervention for addressing the social skills deficits individuals with autism often demonstrate. In this study, a Social Story intervention was used to increase acceptable verbal greeting initiations with an 11-year-old boy who had a diagnosis of high functioning autism. A withdrawal design with a comparison condition examined the frequency of acceptable verbal greeting initiations during 5 min observation periods. Results showed no acceptable verbal greeting initiations during both baseline conditions, increased frequency of acceptable verbal greeting initiations during both intervention conditions, and maintenance of intervention levels of behavior with visual supports during the comparison condition. En ligne : http://dx.doi.org/10.1007/s10803-009-0814-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=884

Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis / Glennda K. MCKEITHAN in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.165-175 Titre : Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Glennda K. MCKEITHAN, Auteur ; Edward J. SABORNIE, Auteur Article en page(s) : p.165-175 Mots-clés : high-functioning autism  Asperger syndrome  adolescents  autism  autism spectrum disorder  social skill interventions  social–behavioral interventions  behavioral interventions  public school settings  interventions  meta-analysis Index. décimale : PER Périodiques Résumé : The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social?behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social?behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. En ligne : https://doi.org/10.1177/1088357619890312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis [Texte imprimé et/ou numérique] / Glennda K. MCKEITHAN, Auteur ; Edward J. SABORNIE, Auteur . - p.165-175. in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.165-175 Mots-clés : high-functioning autism  Asperger syndrome  adolescents  autism  autism spectrum disorder  social skill interventions  social–behavioral interventions  behavioral interventions  public school settings  interventions  meta-analysis Index. décimale : PER Périodiques Résumé : The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social?behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social?behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. En ligne : https://doi.org/10.1177/1088357619890312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

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