Evaluating the effectiveness of a reverse inclusion Social Skills intervention for children on the Autism Spectrum / Lori B. VINCENT in Journal of Autism and Developmental Disorders, 53-7 (July 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2647-2662 Titre : Evaluating the effectiveness of a reverse inclusion Social Skills intervention for children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Lori B. VINCENT, Auteur ; Jennifer M. ASMUS, Auteur ; Gregory L. LYONS, Auteur ; Tiffany BORN, Auteur ; Megan LEAMON, Auteur ; Emma DENBLEYKER, Auteur ; Hannah MCINTIRE, Auteur Article en page(s) : p.2647-2662 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Schools need effective, generalizable, and socially valid social skills interventions to better support the social inclusion and peer relationships of their students on the autism spectrum. We evaluated a Pivotal Response Treatment-based, naturalistic social skills intervention implemented daily by school personnel in reverse inclusion school settings with four students on the autism spectrum (K-2nd grade). Using a single-case experimental design, results indicated that the students on the autism spectrum showed increases in the percent of time engaged in cooperative play with peers during the intervention (p?=?.0026) and moderate changes in social interactions were determined through systematic visual analysis. However, these changes in social behaviors did not generalize to natural inclusive school settings. En ligne : https://doi.org/10.1007/s10803-022-05513-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Evaluating the effectiveness of a reverse inclusion Social Skills intervention for children on the Autism Spectrum [Texte imprimé et/ou numérique] / Lori B. VINCENT, Auteur ; Jennifer M. ASMUS, Auteur ; Gregory L. LYONS, Auteur ; Tiffany BORN, Auteur ; Megan LEAMON, Auteur ; Emma DENBLEYKER, Auteur ; Hannah MCINTIRE, Auteur . - p.2647-2662. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2647-2662 Index. décimale : PER Périodiques Résumé : Schools need effective, generalizable, and socially valid social skills interventions to better support the social inclusion and peer relationships of their students on the autism spectrum. We evaluated a Pivotal Response Treatment-based, naturalistic social skills intervention implemented daily by school personnel in reverse inclusion school settings with four students on the autism spectrum (K-2nd grade). Using a single-case experimental design, results indicated that the students on the autism spectrum showed increases in the percent of time engaged in cooperative play with peers during the intervention (p?=?.0026) and moderate changes in social interactions were determined through systematic visual analysis. However, these changes in social behaviors did not generalize to natural inclusive school settings. En ligne : https://doi.org/10.1007/s10803-022-05513-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion? / Michael TUTTLE ; Jennifer M. ASMUS ; Colleen K. MOSS ; Blair P. LLOYD in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.3?13 Titre : Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion? Type de document : Texte imprimé et/ou numérique Auteurs : Michael TUTTLE, Auteur ; Jennifer M. ASMUS, Auteur ; Colleen K. MOSS, Auteur ; Blair P. LLOYD, Auteur Article en page(s) : p.3?13 Mots-clés : inclusion  adolescents  intellectual disability  autism  social interactions Index. décimale : PER Périodiques Résumé : Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 U.S. high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, during 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools. En ligne : https://dx.doi.org/10.1177/10883576231178268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion? [Texte imprimé et/ou numérique] / Michael TUTTLE, Auteur ; Jennifer M. ASMUS, Auteur ; Colleen K. MOSS, Auteur ; Blair P. LLOYD, Auteur . - p.3?13. in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.3?13 Mots-clés : inclusion  adolescents  intellectual disability  autism  social interactions Index. décimale : PER Périodiques Résumé : Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 U.S. high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, during 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools. En ligne : https://dx.doi.org/10.1177/10883576231178268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

---

1 (1 - 2 / 2)