Developing Mirror Self Awareness in Students with Autism Spectrum Disorder / Christine K. DUFF in Journal of Autism and Developmental Disorders, 44-5 (May 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1027-1038 Titre : Developing Mirror Self Awareness in Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christine K. DUFF, Auteur ; J. J. FLATTERY, Auteur Année de publication : 2014 Article en page(s) : p.1027-1038 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Joint attention  Mirror self-awareness  Pronoun development  Self permanence  Video modeling Index. décimale : PER Périodiques Résumé : A teaching methodology and curriculum was designed to develop and increase positive self-awareness in students diagnosed with autism spectrum disorders (ASD). Joint attention (JA) strategies were first utilized to directly teach students about reflected mirror images, and then subsequently, to indirectly teach students about their reflected image. Not only were Mirror Self Awareness Development (MSAD) JA activities initiated and preferred by students over non MSAD JA activities, they yielded a four step framework with which to measure increases in student self-awareness. While the focus of this study was to increase positive self-awareness in students with ASD, it may contribute to understanding the developmental stages of ‘Self’. En ligne : http://dx.doi.org/10.1007/s10803-013-1954-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Developing Mirror Self Awareness in Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Christine K. DUFF, Auteur ; J. J. FLATTERY, Auteur . - 2014 . - p.1027-1038. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1027-1038 Mots-clés : Autism spectrum disorder  Joint attention  Mirror self-awareness  Pronoun development  Self permanence  Video modeling Index. décimale : PER Périodiques Résumé : A teaching methodology and curriculum was designed to develop and increase positive self-awareness in students diagnosed with autism spectrum disorders (ASD). Joint attention (JA) strategies were first utilized to directly teach students about reflected mirror images, and then subsequently, to indirectly teach students about their reflected image. Not only were Mirror Self Awareness Development (MSAD) JA activities initiated and preferred by students over non MSAD JA activities, they yielded a four step framework with which to measure increases in student self-awareness. While the focus of this study was to increase positive self-awareness in students with ASD, it may contribute to understanding the developmental stages of ‘Self’. En ligne : http://dx.doi.org/10.1007/s10803-013-1954-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

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