[article] 
inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340

Titre :	Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur
Article en page(s) :	p.2329-2340
Langues :	Anglais (eng)
Mots-clés :	Autism  Behavioral skills training  Social skills  Social skills groups  Social stories  Teaching interaction procedure
Index. décimale :	PER Périodiques
Résumé :	This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2103-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

[article] Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study [Texte imprimé et/ou numérique] / Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur . - p.2329-2340.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340

Mots-clés :	Autism  Behavioral skills training  Social skills  Social skills groups  Social stories  Teaching interaction procedure
Index. décimale :	PER Périodiques
Résumé :	This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2103-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238