Effects of Joint Action Routine on Improving Social Behavior of a Student with ASD

Autor/in	Alwahbi, Abdullah A.
Titel	Effects of Joint Action Routine on Improving Social Behavior of a Student with ASD
Quelle	In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 1, S.62-73 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Social Behavior; Intervention; Interpersonal Competence; Program Effectiveness; Behavior Modification; Interaction; Cooperation; Foreign Countries; Elementary School Students; Peer Relationship; Saudi Arabia (Riyadh) + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Social behaviour; Soziales Verhalten; Interpersonale Kompetenz; Behaviour modification; Verhaltensänderung; Interaktion; Co-operation; Kooperation; Ausland; Peer-Beziehungen
Abstract	Joint action routine (JAR) was implemented to help a 10-year-old student with autism spectrum disorder (ASD) improve his social skills. The implementation of JAR involved incorporating several elements into group activities. These elements included establishing a meaningful theme for the activities, assigning simple and reciprocal roles to the students participating in the activities, and arranging the activities in a logical sequence. In addition, the activities were done with planned repetitions and gradual variations. A multiple baseline design across three settings was used to evaluate the effects of JAR. Before receiving the intervention, the student had tantrums and tried to isolate himself during group activities. However, the student was able to improve his social behaviors upon the implementation of JAR. He was also able to maintain his behaviors and perform them with different peers. The improvement in the student's behavior was immediate and substantial, and it was consistent across the three settings. The results of this study could have important implications for practitioners and researchers interested in the use of JAR with students with ASD. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01