Effects of a School-Based Social Skills Training Program for Adolescents with Autism Spectrum Disorder and Intellectual Disability

Autor/inn/en	Plavnick, Joshua B.; Kaid, Tiffany; MacFarland, Mari C.
Titel	Effects of a School-Based Social Skills Training Program for Adolescents with Autism Spectrum Disorder and Intellectual Disability
Quelle	In: Journal of Autism and Developmental Disorders, 45 (2015) 9, S.2674-2690 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-015-2434-5
Schlagwörter	Interpersonal Competence; Antisocial Behavior; Autism; Pervasive Developmental Disorders; Comorbidity; Mental Retardation; Adolescents; Video Technology; Teaching Methods; High School Students; Public Schools; Behavior Modification; Social Development; Program Effectiveness; Maintenance; Generalization + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Autismus; Geistige Behinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Behaviour modification; Verhaltensänderung; Soziale Entwicklung
Abstract	Social deficits are a core characteristic of individuals with autism spectrum disorders and co-occurring intellectual disabilities (ASD-ID). Despite persistence of these deficits into adolescence, few social skills interventions have been empirically evaluated for older individuals with ASD-ID. The present investigation adapted an efficacious protocol for adolescents with ASD, video-based group instruction (VGI), and extended the procedure to 4 adolescents in a public high school setting. A multiple probe across behaviors design demonstrated the effectiveness of VGI for teaching novel social behavior to three of the four participants, with mixed outcomes for the fourth participant. Long-term maintenance was observed for two participants, though generalization outcomes were mixed. The results support using VGI within high school curricula for some adolescents with ASD-ID. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01