Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities / Carolyn HUGHES in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.241-254 Titre : Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Carolyn HUGHES, Auteur ; Rebekah T. BERNSTEIN, Auteur ; Lauren M. KAPLAN, Auteur ; Caitlin M. REILLY, Auteur ; Nicolette L. BRIGHAM, Auteur ; Joseph C. COSGRIFF, Auteur ; Michaela P. BOYKIN, Auteur Année de publication : 2013 Article en page(s) : p.241-254 Langues : Anglais (eng) Mots-clés : autism  high school  communication books  general education peers  conversational interactions Index. décimale : PER Périodiques Résumé : Self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. Previous investigators have used communication books only with students with autism or intellectual disability with limited or no verbal or reading skills. The six high school participants in this study could read and were verbal. We sought to determine whether the communication books would be accepted by peers without disabilities in general education classrooms or whether the books would stigmatize the students with disabilities. Finally, we assessed the effects of having a peer with a learning disability as the teacher of conversational interaction skills. We interpreted our results to conclude that the communication book package was associated with increased conversational interactions for all participants with their general education peers and that communication books were viewed positively by conversational partners. En ligne : http://dx.doi.org/10.1177/1088357613487019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities [Texte imprimé et/ou numérique] / Carolyn HUGHES, Auteur ; Rebekah T. BERNSTEIN, Auteur ; Lauren M. KAPLAN, Auteur ; Caitlin M. REILLY, Auteur ; Nicolette L. BRIGHAM, Auteur ; Joseph C. COSGRIFF, Auteur ; Michaela P. BOYKIN, Auteur . - 2013 . - p.241-254. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.241-254 Mots-clés : autism  high school  communication books  general education peers  conversational interactions Index. décimale : PER Périodiques Résumé : Self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. Previous investigators have used communication books only with students with autism or intellectual disability with limited or no verbal or reading skills. The six high school participants in this study could read and were verbal. We sought to determine whether the communication books would be accepted by peers without disabilities in general education classrooms or whether the books would stigmatize the students with disabilities. Finally, we assessed the effects of having a peer with a learning disability as the teacher of conversational interaction skills. We interpreted our results to conclude that the communication book package was associated with increased conversational interactions for all participants with their general education peers and that communication books were viewed positively by conversational partners. En ligne : http://dx.doi.org/10.1177/1088357613487019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

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