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)  

Public ISBD [article]  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 [article] Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings [Texte imprimé et/ou numérique] / Daniel PARKER, Auteur ; Debra M. KAMPS, Auteur . - 2011 . - p.131-142. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.131-142 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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