Swipe om te navigeren naar een ander artikel
This paper is adapted from the dissertation of the first author.
Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill.
Attwood, T. (1998). Asperger’s syndrome: A guide for parents and professionals. London: Jessica Kingsley.
Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research & Practice, 17, 65–77. doi: 10.1111/1540-5826.00032. CrossRef
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bulgren, J., & Scanlon, D. (1998). Instructional routines and learning strategies that promote understanding of content area concepts. Journal of Adolescent & Adult Literacy, 41, 292–302.
Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (1998). The concept mastery routine. Lawrence, KS: Edge Enterprises.
Bullock, M. J., Ironsmith, M., & Poteat, M. (1988). Sociometric techniques with young children: A review of psychometrics and classification schemes. School Psychology Review, 17, 289–303.
Ellis, E. S., & Lenz, K. (1990). Techniques for mediating content-area learning: Issues and research. Focus on Exceptional Children, 22(9), 1–16.
English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills-training program. Exceptional Children, 63, 229–243.
Fisher, J. B., & Schumaker, J. B. (1995). Searching for validated inclusive practices: A review of the literature. Focus on Exceptional Children, 28(4), 1–20.
Gresham, F. M. (1984). Social skills and self-efficacy for exceptional children. Exceptional Children, 51, 253–261. PubMed
Horner, R. H., Carr, E. G., & Halle, J. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
Hundert, J., & Houghton, A. (1992). Promoting social interaction of children with disabilities in integrated preschools: A failure to generalize. Exceptional Children, 58, 311–320. PubMed
Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E., Delquadri, J. C., Gershon, B., et al. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25, 281–288. doi: 10.1901/jaba.1992.25-281. PubMedCrossRef
Maurice, C., Green, G., & Luce, S. C. (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: Pro-Ed.
McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32, 351–372. doi: 10.1023/A:1020537805154. PubMedCrossRef
Meyer, L. H., & Evans, E. M. (1993). Meaningful outcomes in behavioral intervention: Evaluating positive approaches to the remediation of challenging behaviors. In J. Reichle & S. P. Wacker (Eds.), Communication alternatives to challenging behavior: Integrating functional assessment and intervention strategies. Baltimore, MD: Paul H. Brooks.
Parker, R. I., & Vannest, K. J. (in press). Pairwise data overlap for single case research. School Psychology Review.
Quill, K. A. (1995). Visually cued instruction for children with autism and pervasive developmental disorders. Focus on Autistic Behavior, 10, 10–22.
Scott, J., Clark, C., & Brady, M. (2000). Students with autism: Characteristics and instruction programming. San Diego, CA: Singular Publishing Group.
Shaw, J. M., Thomas, C., Hoffman, A., & Bulgren, J. (1995). Using concept diagrams to promote understanding in geometry. Teaching Children Mathematics, 2(3), 184–189.
Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales (survey form). Circle Pines, MN: American Guidance Service.
Stainback, W., & Stainback, S. (1987). Facilitating friendships. Education and Training of the Mentally Retarded, 22, 18–25.
Thiemann, K. S., & Goldstein, H. (2004). Effects of peer training and written text cueing on social communication of school-age children with pervasive developmental disorder. Journal of Speech, 47(1), 126–145.
Wendt, O., & Scholsser, R. (in press). Calculating effect sizes for single-subject experimental designs. Evidence-Based Communication Assessment and Intervention.
Wolfberg, P. (1995). Enhancing children’s play. In K. A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization. Albany, NY: Delmar.
- Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism
Kelle M. Laushey
L. Juane Heflin
Paul A. Alberto
- Springer US