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首页> 外文期刊>Journal of Autism and Developmental Disorders >Brief Report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA)
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Brief Report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA)

机译：简要报告：衡量对患有阿斯伯格综合症（AS）和高功能自闭症（HFA）的孩子进行社会思维教学的有效性

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This is the first report from a large multiple baseline single-subject design study of children with Autism Spectrum Disorders (ASD). This brief report examines effectiveness of teaching a social cognitive (Social Thinking) approach to six males with Asperger syndrome (AS) or High Functioning Autism (HFA). Data included are restricted to pre- post-treatment comparisons of verbal and non-verbal social behaviors. Structured treatment and semi-structured generalization sessions occurred over eight weeks. Results indicated significant changes from pre- to post- measures on both verbalonverbal “expected” and “unexpected” behaviors, significant increases in the subcategories of “expected verbal”, “listening/thinking with eyes”, and “initiations”, and robust decreases in the subcategories of “unexpected-verbal” and “unexpected-nonverbal”. Importance of social cognitive approaches for children AS and HFA is discussed.
机译：这是来自大型自闭症谱系障碍（ASD）儿童的多基线单主题设计研究的第一份报告。这份简短的报告探讨了对六名患有阿斯伯格综合症（AS）或高功能自闭症（HFA）的男性教授社会认知（社会思维）方法的有效性。所包括的数据仅限于口头和非口头社交行为的治疗前比较。结构化治疗和半结构化概括会议历时八周。结果表明，从言语/非言语“预期”和“意外”行为的测量到测量前后的显着变化，“预期言语”，“用眼睛听/思考”和“开始”子类别的显着增加，以及“意想不到的言语”和“意想不到的非言语”子类别中的健壮减少。讨论了社会认知方法对于儿童AS和HFA的重要性。

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