Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

07-02-2018 | Brief Report

Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders

Auteurs: Joshua B. Plavnick, Ana D. Dueñas

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2018

Abstract

Four adolescents with autism spectrum disorder (ASD) were taught to interact with peers by asking social questions or commenting about others during game play or group activities. Participants were shown a video model and then given an opportunity to perform the social behavior depicted in the model when playing a game with one another. All participants demonstrated an increase in both social interaction skills, replicating previous research on video-based group instruction for adolescents with ASD. The results suggest the procedure may be useful for teaching social skills that occur under natural conditions.

vorige artikel Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training

volgende artikel Brief Report: Social Functioning Predicts Externalizing Problem Behaviors in Autism Spectrum Disorder

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. Upper Saddle River, NJ: Prentice Hall.

Dotson, W. H., Leaf, J. B., Sheldon, J. B., & Sherman, J. A. (2010). Group teaching of conversational skills to adolescents on the autism spectrum. Research in Autism Spectrum Disorders, 4, 199–209. https://doi.org/10.1016/j.rasd.2009.09.005.CrossRef

Gast, D. L., & Ledford, J. R. (2014). Single case research methodology: Applications in special education and behavioral sciences. New York: Routledge; 2014.

Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189–196. https://doi.org/10.1901/jaba.1978.11-189.CrossRefPubMedPubMedCentral

Huaqing Qi, C., Barton, E. E., Collier, M., & Lin, Y. L. (2017). A systematic review of single case research studies on using video modeling interventions to improve social communication for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/1088357617741282.

Hughes, C., Berstein, R. T., Kaplan, L. M., Reilly, C. M., Brigham, N. L., Cogsgriff, J. C., & Boykin, M. P. (2013). Increasing conversational interactions between verbal high school students with autism and their peers without disabilities. Focus on Autism and Other Developmental Disabilities, 28, 241–254. https://doi.org/10.1177/1088357613487019.CrossRef

Laugeson, E., Frankel, F., Gantman, A., Dillon, A. R., & Mogill, C. (2012). Evidence-based social skills training for teens with autism spectrum disorder: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 42, 1025–1036. https://doi.org/10.1007/s10803-011-1339-1.CrossRefPubMed

Miller, A., Vernon, T., Wu, V., & Russo, K. (2014). Social skills group interventions for adolescents with autism spectrum disorders: A systematic review. Review Journal of Autism and Developmental Disorders, 4, 254–265. https://doi.org/10.1007/s40489-014-0017-6.CrossRef

Parker, R. I., & Vannest, K. J. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40, 357–367. https://doi.org/10.1016/j.beth.2008.10.006 CrossRefPubMed

Plavnick, J. B., Kaid, T., & MacFarland, M. C. (2015). Effects of a school-based social skills training program for adolscents with autism spectrum disorder and intellectual disability. Journal of Autism and Developmental Disorders, 45, 2674–2690. https://doi.org/10.1007/s10803-015-2434-5.CrossRefPubMed

Plavnick, J. B., Sam, A. M., Hume, K., & Odom, S. (2013). Effects of video-based group instruction for adolescents with autism spectrum disorder. Exceptional Children, 80, 67–83. https://doi.org/10.1177/001440291308000103.CrossRef

Rakap, S. (2015). Effect sizes as result interpretation aids in single-subject experimental research: Description and application of four nonoverlap methods. British Journal of Special Education, 42, 11–33. https://doi.org/10.1111/1467-8578.12091.CrossRef

Shattuck, P. T., Orsmond, G. I., Wagner, M., & Cooper, B. P. (2011). Participation in social activities among adolescents with an autism spectrum disorder. PLoS ONE, 11, e27176. https://doi.org/10.1371/journal.pone.0027176.CrossRef

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367. https://doi.org/10.1901/jaba.1977.10-349.CrossRefPubMedPubMedCentral

Titel: Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders
Auteurs: Joshua B. Plavnick
Ana D. Dueñas
Publicatiedatum: 07-02-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 6/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-3481-5

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2018

Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training

The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder

Parental Broad Autism Phenotype and the Language Skills of Children with Autism Spectrum Disorder

Autism Spectrum Symptomatology Among Children with Duplication 7q11.23 Syndrome

Is Older Age Associated with Higher Self- and Other-Rated ASD Characteristics?

A Comparative Analysis of the ADOS-G and ADOS-2 Algorithms: Preliminary Findings