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Evaluating the Contribution of Adult Directed Social Skills Lessons in a Multicomponent Intervention with Children with Autism Spectrum Disorder.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Evaluating the Contribution of Adult Directed Social Skills Lessons in a Multicomponent Intervention with Children with Autism Spectrum Disorder./
作者:	Hartzell, Rebecca I.
面頁冊數:	1 online resource (74 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355985061

Evaluating the Contribution of Adult Directed Social Skills Lessons in a Multicomponent Intervention with Children with Autism Spectrum Disorder.
Hartzell, Rebecca I.

Evaluating the Contribution of Adult Directed Social Skills Lessons in a Multicomponent Intervention with Children with Autism Spectrum Disorder. - 1 online resource (74 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2018.

Includes bibliographical references

This study examined the contribution of adult directed lessons to student social engagement as part of a multicomponent procedure of adult directed lessons and child specific prompting with peer support delivered to four elementary-aged students with Autism Spectrum Disorder. Prior to intervention, each participant exhibited deficits in social engagement compared to same-age peers. The study was conducted in two phases. In Phase One, assessment, interviews, rating scales, and observations were conducted to determine the social skills deficits of each student. During Phase Two, intervention, a individualized intervention plan was implemented using adult directed lessons and child specific prompting with peer support. Using a combined ABC and reversal (A-B-BC-B-BC), a functional relation between the full intervention and immediate increase in social engagement was demonstrated. When the intervention procedures returned to adult directed individualized social skills lessons only, a rapid decrease in social engagement occurred. Reinstatement of the full intervention procedure resulted in high levels of social engagement. Generalization across peers was evident and maintenance data indicated high levels of social engagement for three out of the four participants. Implications, limitations, and directions for future research are presented.

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

Mode of access: World Wide Web

ISBN: 9780355985061Subjects--Topical Terms:

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

554714
Electronic books.

Evaluating the Contribution of Adult Directed Social Skills Lessons in a Multicomponent Intervention with Children with Autism Spectrum Disorder.
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520 $a This study examined the contribution of adult directed lessons to student social engagement as part of a multicomponent procedure of adult directed lessons and child specific prompting with peer support delivered to four elementary-aged students with Autism Spectrum Disorder. Prior to intervention, each participant exhibited deficits in social engagement compared to same-age peers. The study was conducted in two phases. In Phase One, assessment, interviews, rating scales, and observations were conducted to determine the social skills deficits of each student. During Phase Two, intervention, a individualized intervention plan was implemented using adult directed lessons and child specific prompting with peer support. Using a combined ABC and reversal (A-B-BC-B-BC), a functional relation between the full intervention and immediate increase in social engagement was demonstrated. When the intervention procedures returned to adult directed individualized social skills lessons only, a rapid decrease in social engagement occurred. Reinstatement of the full intervention procedure resulted in high levels of social engagement. Generalization across peers was evident and maintenance data indicated high levels of social engagement for three out of the four participants. Implications, limitations, and directions for future research are presented.
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