A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings.
Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 44; no. 9; pp. 2096 - 2117 |
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| Autores principales: | , , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Springer Nature
Sep2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103986542&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103986542 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Sep2014 vid: 44 iid: 9 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 103986542 97444391 10.1007/s10803-014-2060-7 NLM24781498 103986542 ppf: 2096 ppct: 21 formats: fmt: @attributes: type: P tig: atl: A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings. aug: au: Camargo, Síglia Rispoli, Mandy Ganz, Jennifer Hong, Ee Davis, Heather Mason, Rose sug: subj: Social Skills Training In Infancy and Childhood Autism Spectrum Disorder In Infancy and Childhood Mainstreaming (Education) In Infancy and Childhood Research Methodology Evaluation Systematic Review Experimental Studies Child ERIC Database Medline Interrater Reliability Methodological Research Child: 6-12 years ab: Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number of children with ASD being educated in inclusive settings and requirements for the use of research-based interventions in schools, this paper (1) analyzes the quality of single-case research using behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings and (2) evaluates whether such interventions can be considered an evidence-based practice. Characteristics and components of the interventions are summarized, and their implications for practice and future research are discussed. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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