The Effects of a Social Story™ Intervention on the Pro-Social Behaviors of a Young Adult with Autism Spectrum Disorder

Autor/inn/en	Karayazi, Seda; Kohler Evans, Patty; Filer, Janet
Titel	The Effects of a Social Story™ Intervention on the Pro-Social Behaviors of a Young Adult with Autism Spectrum Disorder
Quelle	In: International Journal of Special Education, 29 (2014) 3, S.126-133 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Story Telling; Young Adults; Autism; Pervasive Developmental Disorders; Females; High School Students; Prosocial Behavior; Social Development; Skill Development; Interpersonal Competence; Special Education; Behavior Modification; Program Effectiveness; Intervention; Observation; Online Courses; College Students; Vineland Adaptive Behavior Scales; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Autismus; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Behaviour modification; Verhaltensänderung; Beobachtung; Online course; Online-Kurs; Collegestudent
Abstract	The use of social stories™ with a young adult with autism spectrum disorder was examined. The young woman in the study was completing her high school education in a clinical room on a university campus in the South. The primary goal of her program was to develop and expand her functional independence. The social stories™ were effective in improving the pro-social behaviors in two areas, greeting behavior and nose-wiping behavior. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10