[article] 
inAutism > 26-7 (October 2022) . - p.1828-1843

Titre :	A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Michelle DEAN, Auteur ; Ya-Chih CHANG, Auteur
Article en page(s) :	p.1828-1843
Langues :	Anglais (eng)
Mots-clés :	Autism Spectrum Disorder/therapy  Humans  Schools  Social Behavior  Social Skills  Students  inclusion  naturalistic observations  school  social skills
Index. décimale :	PER Périodiques
Résumé :	Most social skills interventions for students with autism spectrum disorder have been conducted in clinic-based settings. While students with autism spectrum disorder are able to acquire new skills, the generalization of these skills to authentic social environments, like school, is more difficult. To address this issue, there is an increase in research examining the implementation of social skills interventions for students with autism spectrum disorder who are educated in inclusive school settings. This review included 18 research studies that focused on school-based social interventions for students with autism spectrum disorder who were educated in inclusive school settings. Typically developing peers also participated in the interventions to varying degrees. Secondary aims explored naturalistic observation instruments and subsequent social outcomes used to record the social behaviors of students with autism spectrum disorder at school. Social intervention components varied across studies, but all studies reported improvement in the targeted social behaviors of students with autism spectrum disorder. There were many similarities in the ways in which researchers measured and defined social outcomes. Observation protocols were able to measure change in the social behaviors of students with autism spectrum disorder across a wide age range. The recognition of evidence-based practices used in school-based social skills interventions, as well as the identification of observation protocols and salient social outcomes, provides a starting point for school practitioners to consider as they move to implement social skills interventions for students with autism spectrum disorder into inclusive school settings.
En ligne :	http://dx.doi.org/10.1177/13623613211012886
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

[article] A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings [Texte imprimé et/ou numérique] / Michelle DEAN, Auteur ; Ya-Chih CHANG, Auteur . - p.1828-1843.
Langues : Anglais (eng)
in Autism > 26-7 (October 2022) . - p.1828-1843

Mots-clés :	Autism Spectrum Disorder/therapy  Humans  Schools  Social Behavior  Social Skills  Students  inclusion  naturalistic observations  school  social skills
Index. décimale :	PER Périodiques
Résumé :	Most social skills interventions for students with autism spectrum disorder have been conducted in clinic-based settings. While students with autism spectrum disorder are able to acquire new skills, the generalization of these skills to authentic social environments, like school, is more difficult. To address this issue, there is an increase in research examining the implementation of social skills interventions for students with autism spectrum disorder who are educated in inclusive school settings. This review included 18 research studies that focused on school-based social interventions for students with autism spectrum disorder who were educated in inclusive school settings. Typically developing peers also participated in the interventions to varying degrees. Secondary aims explored naturalistic observation instruments and subsequent social outcomes used to record the social behaviors of students with autism spectrum disorder at school. Social intervention components varied across studies, but all studies reported improvement in the targeted social behaviors of students with autism spectrum disorder. There were many similarities in the ways in which researchers measured and defined social outcomes. Observation protocols were able to measure change in the social behaviors of students with autism spectrum disorder across a wide age range. The recognition of evidence-based practices used in school-based social skills interventions, as well as the identification of observation protocols and salient social outcomes, provides a starting point for school practitioners to consider as they move to implement social skills interventions for students with autism spectrum disorder into inclusive school settings.
En ligne :	http://dx.doi.org/10.1177/13623613211012886
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484