[article] 
inJournal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1740-1743

Titre :	Brief Report: Increasing Verbal Greeting Initiations for a Student with Autism Via a Social Story™ Intervention
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Brian REICHOW, Auteur ; Edward J. SABORNIE, Auteur
Année de publication :	2009
Article en page(s) :	p.1740-1743
Langues :	Anglais (eng)
Mots-clés :	Social-Story Intervention Social-initiations Social-skills
Index. décimale :	PER Périodiques
Résumé :	Social Stories™ are a common intervention for addressing the social skills deficits individuals with autism often demonstrate. In this study, a Social Story intervention was used to increase acceptable verbal greeting initiations with an 11-year-old boy who had a diagnosis of high functioning autism. A withdrawal design with a comparison condition examined the frequency of acceptable verbal greeting initiations during 5 min observation periods. Results showed no acceptable verbal greeting initiations during both baseline conditions, increased frequency of acceptable verbal greeting initiations during both intervention conditions, and maintenance of intervention levels of behavior with visual supports during the comparison condition.
En ligne :	http://dx.doi.org/10.1007/s10803-009-0814-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=884

[article] Brief Report: Increasing Verbal Greeting Initiations for a Student with Autism Via a Social Story™ Intervention [Texte imprimé et/ou numérique] / Brian REICHOW, Auteur ; Edward J. SABORNIE, Auteur . - 2009 . - p.1740-1743.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1740-1743

Mots-clés :	Social-Story Intervention Social-initiations Social-skills
Index. décimale :	PER Périodiques
Résumé :	Social Stories™ are a common intervention for addressing the social skills deficits individuals with autism often demonstrate. In this study, a Social Story intervention was used to increase acceptable verbal greeting initiations with an 11-year-old boy who had a diagnosis of high functioning autism. A withdrawal design with a comparison condition examined the frequency of acceptable verbal greeting initiations during 5 min observation periods. Results showed no acceptable verbal greeting initiations during both baseline conditions, increased frequency of acceptable verbal greeting initiations during both intervention conditions, and maintenance of intervention levels of behavior with visual supports during the comparison condition.
En ligne :	http://dx.doi.org/10.1007/s10803-009-0814-4
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=884