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首页> 美国卫生研究院文献>Journal of Applied Behavior Analysis >Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom.
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Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom.

机译：向自闭症学生教授社交技巧以在一个集成的一年级课堂中增加同伴的互动。

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摘要

We investigated the use of social skills groups to facilitate increased social interactions for students with autism and their nonhandicapped peers in an integrated first-grade classroom. Social skills groups consisted of training students and peers in initiating, responding, and keeping interactions going; greeting others and conversing on a variety of topics; giving and accepting compliments; taking turns and sharing; asking for help and helping others; and including others in activities. Training occurred during the first 10 min of 20-min play groups, four times per week. Using a multiple baseline across subjects design, results demonstrated increases in the frequency of, time engaged in, and duration of social interactions, as well as the responsivity of students and peers to each other. Results were maintained when students were monitored and given feedback on social performance in play groups and during follow-up.
机译：我们调查了社交技能组的使用，以促进自闭症学生及其非残障同伴在一个综合的一年级课堂中增加社交互动。社交技能组包括对学生和同伴进行发起，响应和保持互动的培训；问候他人并就各种话题进行对话；给予和接受称赞；轮流分享寻求帮助和帮助他人；并在活动中包括其他人。训练在20分钟的比赛组的前10分钟进行，每周进行四次。使用跨学科设计的多个基准，结果表明社交互动的频率，参与的时间和持续时间的增加，以及学生和同伴彼此之间的反应能力增加。在对学生进行监控并在游戏小组和后续活动中就社会绩效提供反馈时，结果得以保持。

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