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

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