کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10317162 | 621844 | 2014 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders
ترجمه فارسی عنوان
میانجیگری همکار برای افزایش ارتباطات و تعامل در دانشجویان مبتلا به اختلالات طیف اوتیسم
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کلمات کلیدی
اختلالات طیف اوتیسم، دبستان، رسیده، مهارتهای اجتماعی، ارتباطات، میانجیگری همکار،
موضوعات مرتبط
علوم زیستی و بیوفناوری
علم عصب شناسی
علوم اعصاب رفتاری
چکیده انگلیسی
Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Research in Autism Spectrum Disorders - Volume 8, Issue 3, March 2014, Pages 334-344
Journal: Research in Autism Spectrum Disorders - Volume 8, Issue 3, March 2014, Pages 334-344
نویسندگان
Rose Mason, Debra Kamps, Amy Turcotte, Suzanne Cox, Sarah Feldmiller, Todd Miller,