A comparison of two group-delivered social skills programs for young children with autism
A comparison of two group-delivered social skills programs for young children with autism
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DOI：
10.1007/s10803-006-0207-x
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发表时间：
2007-05-01
影响因子：
3.9
通讯作者：
Newsom, Crighton
中科院分区：
文献类型：
--
作者：
Kroeger, K. A.;Schultz, Janet R.;Newsom, Crighton
社会技能小组干预开发和评估自闭症幼儿。25名4- 6岁（确诊）儿童被分配到两种社会技能组：直接教学组或游戏活动组。直接教学组在干预过程中使用视频建模格式来教授游戏和社交技能，而游戏活动组在会议期间参与非结构化游戏。各组每周3次，每次1 h，共5周。数据来源于治疗前和治疗后非结构化游戏的录像带和编码。研究结果表明，虽然两组的成员增加亲社会行为，直接教学组取得了更多的收益，在社会技能。
A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.