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Journal of Autism and Developmental Disorders

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Gepubliceerd in:

28-04-2021 | Original Paper

Classroom Teachers’ Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism

Auteurs: Bronwyn M. Sutton, Marleen F. Westerveld, Amanda A. Webster

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2022

Abstract

Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student’s daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program.

vorige artikel The Effects of Storytelling With or Without Social Contextual Information Regarding Eye Gaze and Visual Attention in Children with Autistic Spectrum Disorder and Typical Development: A Randomized, Controlled Eye-Tracking Study

volgende artikel Qualitative Differences in Attribution of Mental States to Other People in Autism and Schizophrenia: What are the Tools for Differential Diagnosis?

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Titel: Classroom Teachers’ Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism
Auteurs: Bronwyn M. Sutton
Marleen F. Westerveld
Amanda A. Webster
Publicatiedatum: 28-04-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 3/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-021-05042-4

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