Examining the Moderating Role of Inclusiveness and Social Support in Promoting Social Problem-Solving among Youth with Autism Spectrum Disorders

Autor/inn/en	Chou, Yu-Chi; Park, Hye Ran
Titel	Examining the Moderating Role of Inclusiveness and Social Support in Promoting Social Problem-Solving among Youth with Autism Spectrum Disorders
Quelle	In: Education and Training in Autism and Developmental Disabilities, 56 (2021) 3, S.280-292 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism; Pervasive Developmental Disorders; Problem Solving; Skill Development; Program Effectiveness; Intervention; Inclusion; Students with Disabilities; Interaction; Cognitive Ability; Social Support Groups; Peer Relationship; Time; Severity (of Disability); Social Behavior; High School Students; Foreign Countries; Social Development; Family Environment; Family Influence; Teacher Influence; Taiwan + Suchen Sie Ihr Suchwort? Autismus; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interaktion; Denkfähigkeit; Social support; Soziale Unterstützung; Peer-Beziehungen; Zeit; Schweregrad; Social behaviour; Soziales Verhalten; High school; High schools; Oberschule; Ausland; Soziale Entwicklung; Familienmilieu
Abstract	Beyond effectiveness of the instructional model of Navigation of Social Engagement (NOSE model; Chou, 2020) to enhance problem solving skills of students with autism spectrum disorders (ASD), this article addresses moderating factors to provide a more in-depth secondary analysis of data within this intervention. While previous findings have established the effectiveness of the instructional model, the current study further examined the differential efficacy of the intervention by analyzing the moderating factors-inclusiveness (i.e., education placement, interaction with peers, time spent with peers without identified disabilities), cognitive functioning (i.e., above-average, average, mildly impaired, and severely impaired), and social support (i.e., support from family, peers, and teachers). The analytical results of testing the model with three-way interaction terms showed that cognitive functioning and time spent with peers without disabilities were the two positive significant moderators of the intervention effect, indicating that (a) the self-directed social problem-solving model had the optimal effect when students with ASD were included with their peers, and (b) that students with mildly impaired cognitive functioning had the greatest improvement in social problem-solving compared to students with above-average, average, and severely impaired cognitive functioning. This analysis of moderating factors provided additional information on the NOSE model for promoting self-directed social problem-solving for students with ASD. (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://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01