"Let's Talk!": Increasing Novel Peer-Directed Questions by High School Students with Autism to Their General Education Peers

Autor/inn/en	Reilly, Caitlin; Hughes, Carolyn; Harvey, Michelle; Brigham, Nicolette; Cosgriff, Joseph; Kaplan, Lauren; Bernstein, Rebekah
Titel	"Let's Talk!": Increasing Novel Peer-Directed Questions by High School Students with Autism to Their General Education Peers
Quelle	In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 2, S.214-231 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	High School Students; Autism; Peer Relationship; Interpersonal Communication; Communication Skills; Questioning Techniques; Communication Strategies; Books; Prompting; Interpersonal Competence; Role Playing; Role Models; Urban Schools; Generalization; Qualitative Research; Interaction; Affective Behavior; Nonverbal Communication; Likert Scales; Maintenance; Program Effectiveness; Observation; Training; Intervention; Questionnaires + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Autismus; Peer-Beziehungen; Interpersonale Kommunikation; Kommunikationsstil; Befragungstechnik; Fragetechnik; Kommunikationsstrategie; Book; Buch; Monographie; Monografie; Benutzerführung; Interpersonale Kompetenz; Rollenspiel; Identifikationsfigur; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitative Forschung; Interaktion; Affective disturbance; Active behaviour; Affektive Störung; Non-verbal communication; Nonverbale Kommunikation; Likert-Skala; Beobachtung; Ausbildung; Fragebogen
Abstract	We taught three high school students with high-functioning autism to increase their novel peer-directed questions when using a communication book to converse with general education partners at school. Novel question training was associated with participants asking peer-directed questions not displayed in communication books across a variety of conversational partners. Partners systematically responded to questions participants asked throughout the study, whether questions asked were displayed in participants' books or not. In addition, partners' initiations to participants increased when participants asked more peer-directed questions not displayed in their books. Social validation data gathered from participants and partners generally confirmed the importance of the study's goals and outcomes; normative data indicated that participants engaged in conversation in a fashion similar to their general education peers. Findings are discussed with respect to future research and practice. (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://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10