國立虎尾科技大學 |

Helping youth with autism spectrum disorder develop social competence in community-based settings.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Helping youth with autism spectrum disorder develop social competence in community-based settings./
Author:	MacCormack, Jeffrey William Harris.
Description:	1 online resource (211 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369102765

Helping youth with autism spectrum disorder develop social competence in community-based settings.
MacCormack, Jeffrey William Harris.

Helping youth with autism spectrum disorder develop social competence in community-based settings. - 1 online resource (211 pages)

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ph.D.)--Queen's University (Canada), 2016.

Includes bibliographical references

The purpose of the current dissertation is to identify the features of effective interventions by exploring the experiences of youth with ASD who participate in such interventions, through two intervention studies (Studies 1 and 2) and one interview study (Study 3).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369102765Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Helping youth with autism spectrum disorder develop social competence in community-based settings.
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100 1 $a MacCormack, Jeffrey William Harris. $3 1186284
245 1 0 $a Helping youth with autism spectrum disorder develop social competence in community-based settings.
264 0 $c 2016
300 $a 1 online resource (211 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
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500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
502 $a Thesis (Ph.D.)--Queen's University (Canada), 2016.
504 $a Includes bibliographical references
520 $a The purpose of the current dissertation is to identify the features of effective interventions by exploring the experiences of youth with ASD who participate in such interventions, through two intervention studies (Studies 1 and 2) and one interview study (Study 3).
520 $a Studies 1 and 2 were designed to support the development of social competence of youth with ASD through Structured Play with LEGO(TM) (Study 1, 12 youths with ASD, ages 7--12) and Minecraft(TM) (Study 2, 4 youths with ASD, ages 11--13). Over the course of the sessions, the play of the youth developed from parallel play (children playing alone, without interacting) to co-operative play (playing together with shared objectives). The results of Study 2 showed that rates of initiations and levels of engagement increased from the first session to the final session.
520 $a In Study 3, 12 youths with ASD (ages 10--14) and at least one of their parents were interviewed to explore what children and their parents want from programs designed to improve social competence, which activities and practices were perceived to promote social competence by the participants, and which factors affected their decisions regarding these programs. The adolescents and parents looked for programs that supported social development and emotional wellbeing, but did not always have access to the programs they would have preferred, with factors such as cost and location reducing their options.
520 $a Three overarching themes emerged through analysis of the three studies: (a) interests of the youth; (b) structure, both through interactions and instruction; and (c) naturalistic settings. Adolescents generally engage more willingly in interventions that incorporate their interests, such as play with Minecraft(TM) in Study 2. Additionally, Structured Play and structured instruction were crucial components of providing safe and supportive contexts for the development of social competence. Finally, skills learned in naturalistic settings tend to be applied more successfully in everyday situations. The themes are analysed through the lens of Vygotsky's (1978) perspectives on learning, play, and development. Implications of the results for practitioners and researchers are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Queen's University (Canada). $3 1148613
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10155191 $z click for full text (PQDT)