Evaluating the effectiveness of a reverse inclusion Social Skills intervention for children on the Autism Spectrum.
Autism Spectrum Disorders
Naturalistic behavioral interventions
Reverse inclusion
Schools
Social Skills Training
Journal
Journal of autism and developmental disorders
ISSN: 1573-3432
Titre abrégé: J Autism Dev Disord
Pays: United States
ID NLM: 7904301
Informations de publication
Date de publication:
Jul 2023
Jul 2023
Historique:
accepted:
03
03
2022
medline:
26
6
2023
pubmed:
21
4
2022
entrez:
20
4
2022
Statut:
ppublish
Résumé
Schools need effective, generalizable, and socially valid social skills interventions to better support the social inclusion and peer relationships of their students on the autism spectrum. We evaluated a Pivotal Response Treatment-based, naturalistic social skills intervention implemented daily by school personnel in reverse inclusion school settings with four students on the autism spectrum (K-2nd grade). Using a single-case experimental design, results indicated that the students on the autism spectrum showed increases in the percent of time engaged in cooperative play with peers during the intervention (p = .0026) and moderate changes in social interactions were determined through systematic visual analysis. However, these changes in social behaviors did not generalize to natural inclusive school settings.
Identifiants
pubmed: 35441915
doi: 10.1007/s10803-022-05513-2
pii: 10.1007/s10803-022-05513-2
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
2647-2662Subventions
Organisme : friends of the waisman center
ID : friends of the waisman center
Informations de copyright
© 2022. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
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