Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings / Eun Young KWON in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1915-1929 Titre : Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings Type de document : Texte imprimé et/ou numérique Auteurs : Eun Young KWON, Auteur ; Joanna E. CANNON, Auteur ; Victoria F. KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Caroline GUARDINO, Auteur Article en page(s) : p.1915-1929 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : d/Deaf or hard of hearing (d/Dhh) students with autism spectrum disorder (ASD) may require specific approaches to promote social inclusion. The purpose of this study was to investigate the effects of reading social stories with American Sign Language vocabulary to students who are d/Dhh with ASD (d/Dhh-ASD) and their peers in inclusive settings, using a non-concurrent multiple baseline design across participants. To examine the effectiveness of the intervention, the frequency of four communicative social behaviors and the duration of social engagement with peers were recorded for each participant during lunchtime and recess. The results did not show an immediate effect across all participants. Implications for promoting social inclusion for students who are d/Dhh-ASD in general education classrooms are discussed. En ligne : https://doi.org/10.1007/s10803-022-05430-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings [Texte imprimé et/ou numérique] / Eun Young KWON, Auteur ; Joanna E. CANNON, Auteur ; Victoria F. KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Caroline GUARDINO, Auteur . - p.1915-1929. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1915-1929 Index. décimale : PER Périodiques Résumé : d/Deaf or hard of hearing (d/Dhh) students with autism spectrum disorder (ASD) may require specific approaches to promote social inclusion. The purpose of this study was to investigate the effects of reading social stories with American Sign Language vocabulary to students who are d/Dhh with ASD (d/Dhh-ASD) and their peers in inclusive settings, using a non-concurrent multiple baseline design across participants. To examine the effectiveness of the intervention, the frequency of four communicative social behaviors and the duration of social engagement with peers were recorded for each participant during lunchtime and recess. The results did not show an immediate effect across all participants. Implications for promoting social inclusion for students who are d/Dhh-ASD in general education classrooms are discussed. En ligne : https://doi.org/10.1007/s10803-022-05430-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities / Jennifer KATZ in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4069-4084 Titre : Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer KATZ, Auteur ; Vicki KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Sarah Y. SKINNER, Auteur Article en page(s) : p.4069-4084 Langues : Anglais (eng) Mots-clés : Developmental disabilities  Dialectical behavior therapy skills  Mental health literacy  Protective factors  Resilience  School-based mental health Index. décimale : PER Périodiques Résumé : In a cluster randomized control trial, a school-based mental health program combining mental health literacy and dialectical behavior skills was implemented by teachers to determine effects on protective factors related to resilience for students in 3rd-12th grade. As part of a larger study, a subsample of 113 students with developmental disabilities attending 37 classrooms participated. Student-reported measures of self-concept, coping skills, and social support were collected three times in the year. Results indicated large effect sizes for the program on all measures, which pertain to time?×?group interactions (g?=?1.53, 1.91, and 0.86 for self-concept, coping, and social support respectively). Follow-up analyses indicated that gains for the intervention schools primarily occurred between the first two assessment periods when the majority of program content was delivered. Implications for universal school-based mental health programming for students with developmental disabilities are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04472-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities [Texte imprimé et/ou numérique] / Jennifer KATZ, Auteur ; Vicki KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Sarah Y. SKINNER, Auteur . - p.4069-4084. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4069-4084 Mots-clés : Developmental disabilities  Dialectical behavior therapy skills  Mental health literacy  Protective factors  Resilience  School-based mental health Index. décimale : PER Périodiques Résumé : In a cluster randomized control trial, a school-based mental health program combining mental health literacy and dialectical behavior skills was implemented by teachers to determine effects on protective factors related to resilience for students in 3rd-12th grade. As part of a larger study, a subsample of 113 students with developmental disabilities attending 37 classrooms participated. Student-reported measures of self-concept, coping skills, and social support were collected three times in the year. Results indicated large effect sizes for the program on all measures, which pertain to time?×?group interactions (g?=?1.53, 1.91, and 0.86 for self-concept, coping, and social support respectively). Follow-up analyses indicated that gains for the intervention schools primarily occurred between the first two assessment periods when the majority of program content was delivered. Implications for universal school-based mental health programming for students with developmental disabilities are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04472-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

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