Social Skills Training for Adolescents With Intellectual Disabilities: A School-Based Evaluation
Social Skills Training for Adolescents With Intellectual Disabilities: A School-Based Evaluation
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DOI：
10.1177/0145445516629938
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发表时间：
2016-07-01
影响因子：
2.3
通讯作者：
Wimberly, Joy K.
中科院分区：
文献类型：
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作者：
O'Handley, Roderick D.;Ford, W. Blake;Wimberly, Joy K.
智力残疾(ID)的人经常表现出社会功能障碍，缺陷在青春期变得更加明显。这项研究评估了超级英雄社交技能项目的效果，该项目将行为技能培训和视频建模相结合，教授目标社交技能，在ID青少年中准确展示三种目标社交技能。本研究教授的技能包括表达想要和需求、对话和话轮转换。4名患有智障的青少年参加了为期3周的社交技能干预，干预每周进行两次。在培训和推广环境中，采用多基线技能设计来确定干预对社会技能准确性的影响。所有参与者在这两种环境中的技能准确性都有了实质性的提高，教师对社交功能的评分进一步表明，社交技能在非培训环境中得到了推广。
Individuals with intellectual disabilities (ID) often demonstrate impairments in social functioning, with deficits becoming more apparent during adolescence. This study evaluated the effects of the Superheroes Social Skills program, a program that combines behavioral skills training and video modeling to teach target social skills, on accurate demonstration of three target social skills in adolescents with ID. Skills taught in the present study include Expressing Wants and Needs, Conversation, and Turn Taking. Four adolescents with ID participated in a 3-week social skills intervention, with the intervention occurring twice per week. A multiple baseline across skills design was used to determine the effect of the intervention on social skill accuracy in both a training and generalization setting. All participants demonstrated substantial improvements in skill accuracy in both settings, with teacher ratings of social functioning further suggesting generalization of social skills to nontraining settings.