Antecedent Social Skills Interventions for Individuals with ASD: What Works, for Whom, and under What Conditions?

Autor/inn/en	Ledford, Jennifer R.; King, Seth; Harbin, Emilee R.; Zimmerman, Kathleen N.
Titel	Antecedent Social Skills Interventions for Individuals with ASD: What Works, for Whom, and under What Conditions?
Quelle	In: Focus on Autism and Other Developmental Disabilities, 33 (2018) 1, S.3-13 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357616634024
Schlagwörter	Interpersonal Competence; Intervention; Pervasive Developmental Disorders; Autism; Evidence Based Practice; Research Design; Intellectual Disability; Intelligence Quotient; Preschool Children; Elementary School Students; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Autismus; Forschungsdesign; Intellect; Disability; Disabilities; Verstand; Behinderung; Intelligenzquotient; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements, implementers, social partners, target behaviors, and treatment components. Differential success rates are reported, given the variation in study and participant characteristics (e.g., implementers, treatment components, participant age). Environmental arrangement, social skills training, and prompting were highly successful, and peer training, priming, and video-based interventions were less successful. More evidence is needed, particularly research including older individuals and utilizing indigenous implementers and typical social partners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01