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Gepubliceerd in: Journal of Autism and Developmental Disorders 10/2009

01-10-2009 | Original Paper

Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism

Auteurs: Kelle M. Laushey, L. Juane Heflin, Margaret Shippen, Paul A. Alberto, Laura Fredrick

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2009

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Abstract

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.
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Metagegevens
Titel
Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism
Auteurs
Kelle M. Laushey
L. Juane Heflin
Margaret Shippen
Paul A. Alberto
Laura Fredrick
Publicatiedatum
01-10-2009
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 10/2009
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-009-0757-9