Peer-mediated social skills training program for young children with high-functioning autism
Peer-mediated social skills training program for young children with high-functioning autism
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DOI：
10.1016/j.ridd.2006.05.002
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发表时间：
2007-07-01
影响因子：
3.1
通讯作者：
Tasse, Marc J.
中科院分区：
文献类型：
--
作者：
Chung, Kyong-Mee;Reavis, Shaye;Tasse, Marc J.
自闭症儿童最普遍的特征之一是他们缺乏社交技能。本研究的目的是评估同伴中介的社会技能训练（SST）计划结合视频反馈，正强化和令牌系统在提高高功能自闭症幼儿的社会交往能力的有效性。四名6-7岁的高功能自闭症男孩参加了这项研究。为期12周的社交技能培训针对六种沟通技能，这些技能是在培训前评估期间通过家长访谈和行为观察选出的。每周进行一次SST会议，每次会议持续90分钟，有六个结构化的活动。培训效果进行了评估，通过直接观察一个结构化的互动期间，使用观察编码系统。在四分之三的儿童中观察到改善，尽管在两个全球尺度和子尺度的变化中观察到儿童之间的个体差异。这些结果表明，社会技能训练是有效的，提高社会沟通能力的一些高功能自闭症儿童。临床和研究的意义和未来的社会技能训练的方向，以及本研究的局限性进行了讨论。(c)2006爱思唯尔有限公司保留所有权利。
One of the most prevailing characteristics of children with autism is their deficit in social communication skills. The purpose of this study was to evaluate the effectiveness of a peer-mediated social skills training (SST) program combined with video feedback, positive reinforcement and token system in increasing social communication skills in young children with high-functioning autism. Four boys with high-functioning autism, ages 6-7 years, participated in the study. The social skills training, lasting 12 weeks, targeted six communication skills, selected after parent interviews and behavioral observation during a pre-training assessment period. One SST session was conducted each week, each session lasted 90 min and had six structured activities. The training effectiveness was evaluated through direct observation of a structured interaction period, using an observational coding system. Improvement was observed in three out of four children, although individual differences among children were seen for changes in two global scales as well as subscales. These results suggest that the social skills training was effective in improving social communication skills for some children with high-functioning autism. Clinical and research implications and future directions for social skills training as well as this study's limitations are discussed. (c) 2006 Elsevier Ltd. All rights reserved.