Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism / B. M. SUTTON in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1268-1282 Titre : Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : B. M. SUTTON, Auteur ; Marleen F. WESTERVELD, Auteur ; Amanda A. WEBSTER, Auteur Article en page(s) : p.1268-1282 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder/therapy  Communication  Humans  School Teachers  Schools  Students  Autism spectrum disorder  IPad  Intervention  School  Social communication Index. décimale : PER Périodiques Résumé : Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program. En ligne : http://dx.doi.org/10.1007/s10803-021-05042-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism [Texte imprimé et/ou numérique] / B. M. SUTTON, Auteur ; Marleen F. WESTERVELD, Auteur ; Amanda A. WEBSTER, Auteur . - p.1268-1282. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1268-1282 Mots-clés : Autism Spectrum Disorder  Autistic Disorder/therapy  Communication  Humans  School Teachers  Schools  Students  Autism spectrum disorder  IPad  Intervention  School  Social communication Index. décimale : PER Périodiques Résumé : Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program. En ligne : http://dx.doi.org/10.1007/s10803-021-05042-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

A systematic review of school-based interventions targeting social communication behaviors for students with autism / B. M. SUTTON in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.274-286 Titre : A systematic review of school-based interventions targeting social communication behaviors for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : B. M. SUTTON, Auteur ; Amanda A. WEBSTER, Auteur ; Marleen F. WESTERVELD, Auteur Article en page(s) : p.274-286 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  initiate  intervention  respond  school  social communication  social interaction Index. décimale : PER Périodiques Résumé : Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program. En ligne : http://dx.doi.org/10.1177/1362361317753564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] A systematic review of school-based interventions targeting social communication behaviors for students with autism [Texte imprimé et/ou numérique] / B. M. SUTTON, Auteur ; Amanda A. WEBSTER, Auteur ; Marleen F. WESTERVELD, Auteur . - p.274-286. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.274-286 Mots-clés : autism spectrum disorder  initiate  intervention  respond  school  social communication  social interaction Index. décimale : PER Périodiques Résumé : Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program. En ligne : http://dx.doi.org/10.1177/1362361317753564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

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