Beyond Topography: Addressing the Functional Impact of Social Skills Training for Students with Autism

Autor/inn/en	Sabey, Christian; Ross, Scott; Goodman, Jordan
Titel	Beyond Topography: Addressing the Functional Impact of Social Skills Training for Students with Autism
Quelle	In: Educational Psychology in Practice, 36 (2020) 2, S.133-148 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2019.1703650
Schlagwörter	Interpersonal Competence; Training; Program Effectiveness; Students with Disabilities; Autism; Pervasive Developmental Disorders; Quality of Life; Intervention; Elementary School Students; Peer Acceptance; Children; Rating Scales; Verbal Communication; Mainstreaming; Rural Schools; Responses; Recess Breaks; Skill Development; Positive Behavior Supports; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Ausbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Lebensqualität; Child; Kind; Kinder; Rating-Skala; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Aktive Pause; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Students with autism spectrum disorder often require social supports to function well in a mainstream class setting. Researchers have demonstrated the effects of social skills training for students with autism, but their work has focused primarily on topographically defined outcomes, such as increasing the frequency of social behaviours. More research is needed to address the functional impact of social skills training on social experiences, such as improvements in the quality of life for students with autism. This study examined the effects of a behavioural skills training form of social skills intervention on the social interactions of students with autism in an inclusive school setting. The intervention increased participants' social behaviour. However, its mixed results in the quality of peer responses may be a more meaningful indicator of its effect on the quality of social lives of the participants. The authors discuss the implications of these findings for current practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01