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Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings / Daniel PARKER in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)

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inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.131-142

Titre :	Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Daniel PARKER, Auteur ; Debra M. KAMPS, Auteur
Année de publication :	2011
Article en page(s) :	p.131-142
Langues :	Anglais (eng)
Mots-clés :	autism task completion self-monitoring social settings elementary ages peer groups
Index. décimale :	PER Périodiques
Résumé :	In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities.
En ligne :	http://dx.doi.org/10.1177/1088357610376945
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

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