A Comparison of Two Group-Delivered Social Skills Programs for Young Children with Autism

Autor/inn/en	Kroeger, K. A.; Schultz, Janet R.; Newsom, Crighton
Titel	A Comparison of Two Group-Delivered Social Skills Programs for Young Children with Autism
Quelle	In: Journal of Autism and Developmental Disorders, 37 (2007) 5, S.808-817 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-006-0207-x
Schlagwörter	Intervention; Young Children; Autism; Play; Comparative Analysis; Interpersonal Competence; Teaching Methods; Videotape Recordings; Outcomes of Treatment; Prosocial Behavior + Suchen Sie Ihr Suchwort? Frühe Kindheit; Autismus; Spiel; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10