...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Exceptionality: A Special Education Journal >The Use of Peer-Mediated Interventions to Promote the Generalization of Social Competence for Adolescents with High-Functioning Autism and Asperger's Syndrome
【24h】

The Use of Peer-Mediated Interventions to Promote the Generalization of Social Competence for Adolescents with High-Functioning Autism and Asperger's Syndrome

机译：使用同伴介导的干预措施，促进自闭症和阿斯伯格综合症青少年的社会能力的普遍化

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Impairments in social competence are core deficits for individuals with high-functioning autism and Asperger's Syndrome (HFA/AS). As the incidence rate for these disorders continues to increase so does the urgency to identify evidence-based interventions that can remediate core deficits in order to provide these individuals with independence as well as an enhanced quality of life. If not remediated, skill deficits can have extensive cost for the individual, families, and society as a whole. Although the social competence literature shows that individuals with HFA/AS can acquire social skills, these skills often do not consistently generalize into natural environments. Peer-mediated interventions have proven successful in teaching a number of social behaviors to individuals with autism and have also shown to promote generalization and maintenance. This study is one of the first to investigate the impact of two peer-mediated interventions on the generalization of social interaction skills acquired in a school-based social competence intervention for three adolescents with HFA/AS. The results indicate that the addition of peer-mediated interventions enhanced generalized gains in social interaction beyond those of a school-based social competence intervention.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09362835.2012.669303
机译：社会能力受损是患有自闭症和阿斯伯格综合症（HFA / AS）的个人的核心缺陷。随着这些疾病的发生率持续增加，迫切需要找到能够纠正核心缺陷的循证干预措施，以使这些人获得独立性并提高生活质量。如果不加以纠正，技能缺陷可能对个人，家庭和整个社会造成巨大的损失。尽管社会能力文献显示，具有HFA / AS的个人可以掌握社会技能，但这些技能通常不能始终如一地推广到自然环境中。事实证明，同伴介导的干预措施可以成功地向自闭症患者传授许多社会行为，并且还显示出可以促进普遍性和维持性。这项研究是第一个调查两种同伴介导的干预措施对三名HFA / AS青少年以学校为基础的社会能力干预措施所获得的社交互动技能推广的影响的研究之一。结果表明，除了基于学校的社交能力干预之外，加入同伴介导的干预还增强了社交互动的普遍收益。查看全文下载全文相关的var addthis_config = {ui_cobrand：“ Taylor＆Francis Online”，services_compact：“ citeulike ，netvibes，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/09362835.2012.669303

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号