[article] 
inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1624-1635

Titre :	Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jennifer R. LEDFORD, Auteur ; Joseph H. WEHBY, Auteur
Article en page(s) :	p.1624-1635
Langues :	Anglais (eng)
Mots-clés :	Small group instruction  Social skills  Progressive time delay
Index. décimale :	PER Périodiques
Résumé :	Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2317-1
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

[article] Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Joseph H. WEHBY, Auteur . - p.1624-1635.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1624-1635

Mots-clés :	Small group instruction  Social skills  Progressive time delay
Index. décimale :	PER Périodiques
Résumé :	Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2317-1
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259