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Journal of Autism and Developmental Disorders

Gepubliceerd in:

20-04-2022 | Original Paper

Evaluating the effectiveness of a reverse inclusion Social Skills intervention for children on the Autism Spectrum

Auteurs: Lori B. Vincent, Jennifer M. Asmus, Gregory L. Lyons, Tiffany Born, Megan Leamon, Emma DenBleyker, Hannah McIntire

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2023

Abstract

Schools need effective, generalizable, and socially valid social skills interventions to better support the social inclusion and peer relationships of their students on the autism spectrum. We evaluated a Pivotal Response Treatment-based, naturalistic social skills intervention implemented daily by school personnel in reverse inclusion school settings with four students on the autism spectrum (K-2nd grade). Using a single-case experimental design, results indicated that the students on the autism spectrum showed increases in the percent of time engaged in cooperative play with peers during the intervention (p = .0026) and moderate changes in social interactions were determined through systematic visual analysis. However, these changes in social behaviors did not generalize to natural inclusive school settings.

vorige artikel An evaluation of the diagnostic validity of the structured questionnaires of the adult Asperger’s Assessment

volgende artikel Adverse Childhood Experiences in Autistic Children and Their Caregivers: Examining Intergenerational Continuity

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Titel: Evaluating the effectiveness of a reverse inclusion Social Skills intervention for children on the Autism Spectrum
Auteurs: Lori B. Vincent
Jennifer M. Asmus
Gregory L. Lyons
Tiffany Born
Megan Leamon
Emma DenBleyker
Hannah McIntire
Publicatiedatum: 20-04-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 7/2023
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-022-05513-2

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