Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

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

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

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

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.

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Literatuur
go back to reference Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. Upper Saddle River, NJ: Prentice Hall. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. Upper Saddle River, NJ: Prentice Hall.
go back to reference Gast, D. L., & Ledford, J. R. (2014). Single case research methodology: Applications in special education and behavioral sciences. New York: Routledge; 2014. Gast, D. L., & Ledford, J. R. (2014). Single case research methodology: Applications in special education and behavioral sciences. New York: Routledge; 2014.
go back to reference 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​. 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​.
go back to reference 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 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
Metagegevens
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