Increasing Social Interaction Skills of Secondary School Students With Autism and/or Intellectual Disability: A Review of Interventions
Increasing Social Interaction Skills of Secondary School Students With Autism and/or Intellectual Disability: A Review of Interventions
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DOI：
10.2511/027494813805327214
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发表时间：
2012-12-01
影响因子：
2.5
通讯作者：
Harvey, Michelle
中科院分区：
文献类型：
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作者：
Hughes, Carolyn;Kaplan, Lauren;Harvey, Michelle
我们回顾了研究，以确定有效提高一系列患有自闭症和/或智力障碍且同伴互动有限的中学生社交互动技能的策略。我们特别感兴趣的是确定让同伴参与并有效增加教学环境之外的同伴互动的策略。我们确定了 13 项干预研究，并通过 (a) 参与者特征、设置和测量结果进行分析； (b) 与社会互动干预措施的普遍影响相关的有效教学策略，包括同伴的作用和普遍化规划； (c) 参与者特征、干预类型和泛化效应的关系； (d) 社会认可和治疗忠诚度措施； (e) 方法学局限性。研究结果使我们能够为未来的研究和实践提供建议。
We reviewed studies to identify strategies effective at increasing social interaction skills across a range of secondary school students with autism and/or intellectual disability who experienced limited peer interaction. We were particularly interested in identifying strategies that involved peers and were effective at increasing peer interaction beyond the instructional setting. We identified 13 intervention studies that we analyzed by (a) participant characteristics, settings, and outcomes measured; (b) effective instructional strategies, including role of peers and programming for generalization, related to generalized effects of social interaction interventions; (c) the relation of participant characteristics, type of intervention, and generalization effects; (d) social validation and treatment fidelity measures; and (e) methodological limitations. Findings allowed us to provide recommendations for future research and practice.