Literaturnachweis - Detailanzeige
Autor/inn/en | McKeithan, Glennda K.; Sabornie, Edward J. |
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Titel | Social-Behavioral Interventions for Secondary-Level Students with High-Functioning Autism in Public School Settings: A Meta-Analysis |
Quelle | In: Focus on Autism and Other Developmental Disabilities, 35 (2020) 3, S.165-175 (11 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (McKeithan, Glennda K.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-3576 |
DOI | 10.1177/1088357619890312 |
Schlagwörter | Secondary School Students; Autism; Pervasive Developmental Disorders; Intervention; Social Development; Interpersonal Competence; Student Behavior; Program Effectiveness; Public Schools; Asperger Syndrome; Student Characteristics; Special Education; Inclusion; Gender Differences; Racial Differences; Ethnicity; Age Differences; Intelligence Quotient Sekundarschüler; Autismus; Soziale Entwicklung; Interpersonale Kompetenz; Student behaviour; Schülerverhalten; Public school; Öffentliche Schule; Asperger-Syndrom; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Age; Difference; Age difference; Altersunterschied; Intelligenzquotient |
Abstract | The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social-behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social-behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |