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首页> 外文学位 >Social Skills Training in Schools for Children with Autism Spectrum Disorders: Evaluating Effectiveness of Naturalistic Teaching Procedures in an Analog Setting.
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Social Skills Training in Schools for Children with Autism Spectrum Disorders: Evaluating Effectiveness of Naturalistic Teaching Procedures in an Analog Setting.

机译：自闭症谱系障碍儿童学校的社会技能培训：在模拟环境中评估自然主义教学程序的有效性。

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摘要

Social interaction skills are a core area of deficit for individuals with an autism spectrum disorder (ASD) and often limit the opportunities these individuals have to develop meaningful friendships. School is an ideal setting to address these challenges, as there are many peers are available to practice social interaction skills. However, without support, students with an ASD often do not interact with their peers. Therefore, social skills support in schools is important to address the social development of children with ASD. At this time, though, there is a limited amount of support for interventions to address the social challenges of children with ASD in school settings. Currently, it is recommended that social skills interventions be provided in natural settings at school rather than analog settings. However, it is uncertain if natural environment interventions are considered more effective because of the setting they are provided in or the intervention procedures used in these settings. The current study evaluated a social skills intervention using evidence-based naturalistic teaching procedures provided in an analog setting (i.e., special education classroom). Five students with ASD in kindergarten through 2nd grade were identified to participate in this research study. The intervention was implemented daily by special education staff members (two special education teachers and two special education assistants) who received training and ongoing consultation. Additionally, fidelity of implementation of the intervention was measured throughout the study and the social validity of the intervention was measured prior to and following the implementation of the intervention. Results of this study indicate that the intervention was implemented with high fidelity for all five participants (range: 97-100%) and participants showed significant increases in the percent of time they were engaged in social play and/or conversation with peers following the introduction of the intervention (p = .0026). Findings based on visual analysis provide support that naturalistic interventions conducted in an analog setting can produce significant increases in the social behaviors of students; however, these changes did not generalize to natural settings. Social validity data from this study indicates that educators and students who participated in the intervention found the intervention goals to be socially important, the intervention procedures to be feasible and acceptable, and the intervention to be effective.
机译：社交互动技能是自闭症谱系障碍（ASD）患者缺乏精神的核心领域，通常会限制这些人发展有意义的友谊的机会。学校是应对这些挑战的理想场所，因为有许多同龄人可以练习社交互动技能。但是，如果没有支持，患有自闭症的学生通常不会与同龄人互动。因此，学校的社交技能支持对于解决自闭症儿童的社会发展很重要。但是，目前在干预措施方面提供的支持有限，以应对在学校环境中自闭症儿童的社会挑战。当前，建议在学校的自然环境而不是模拟环境中提供社交技能干预措施。但是，由于设置了自然环境干预措施或在这些环境中使用了干预程序，因此不确定自然环境干预措施是否被认为更有效。当前的研究使用模拟环境（即特殊教育教室）中提供的基于证据的自然主义教学程序对社交技能干预进行了评估。确定了5名从幼儿园到二年级的ASD学生参加这项研究。每天由接受培训和持续咨询的特殊教育工作人员（两名特殊教育老师和两名特殊教育助手）实施干预。此外，在整个研究过程中都对实施干预措施的保真度进行了评估，并在实施干预措施之前和之后测量了干预措施的社会有效性。这项研究的结果表明，对所有五名参与者都进行了高度保真的干预（范围：97-100％），参与者在介绍之后参与社交活动和/或与同伴交谈的时间百分比显着增加干预次数（p = .0026）。基于视觉分析的发现提供了支持，即以模拟方式进行的自然主义干预可以显着增加学生的社会行为；但是，这些更改并未推广到自然环境。这项研究的社会有效性数据表明，参与干预的教育者和学生发现干预目标具有社会重要性，干预程序可行且可以接受，并且干预有效。

著录项

  • 作者

    Vincent, Lori.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Educational psychology.;Social psychology.;Developmental psychology.;Organizational behavior.;Social structure.;Mental health.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 237 p.
  • 总页数 237
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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