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Gepubliceerd in: Journal of Autism and Developmental Disorders 9/2014

01-09-2014 | Original Paper

Training Paraprofessionals to Improve Socialization in Students with ASD

Auteurs: Robert L. Koegel, Sunny Kim, Lynn Kern Koegel

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2014

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Abstract

An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed.
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Metagegevens
Titel
Training Paraprofessionals to Improve Socialization in Students with ASD
Auteurs
Robert L. Koegel
Sunny Kim
Lynn Kern Koegel
Publicatiedatum
01-09-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2094-x