Power Cards to Improve Conversational Skills in Adolescents With Asperger Syndrome

被引：44

作者：

Davis, Kathy M. ^{[1
]}

Boon, Richard T. ^{[1
]}

Cihak, David F. ^{[2
]}

Fore, Cecil, III ^{[1
]}

机构：

[1] Univ Georgia, Dept Commun Sci & Special Educ, Athens, GA 30602 USA

[2] Univ Tennessee, Dept Theory & Practice Teacher Educ, Knoxville, TN USA

来源：

FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES | 2010年 / 25卷 / 01期

关键词：

Cognitive Strategy Instruction; Conversational Skills; Social/Communication; High School; & Asperger Syndrome; HIGH-FUNCTIONING CHILDREN; SOCIAL-SKILLS; AUTISM SPECTRUM; BEHAVIOR; INTERVENTIONS;

D O I：

10.1177/1088357609354299

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this study was to examine the effects of Power Cards on the initiation and maintenance of conversational skills in students with Asperger syndrome. Three high school students with Asperger Syndrome participated in this study. Power Cards were used to prompt students' previously learned conversational skills in a multiple-baseline design across students. Results can be interpreted to conclude that there was a functional relationship between use of Power Cards and the percentage of time students engaged in conversations that focused on the interests of their conversational partners. Power Cards are inexpensive, easy to make, and may be useful for high school students with Asperger Syndrome.

引用

页码：12 / 22

页数：11

共 48 条

[1]

Adams G. L., 1996, RES DIRECT INSTRUCTI

[2]

[Anonymous], 2001, WOODCOCKJOHNSON TEST

[3]

[Anonymous], 2000, DIAGN STAT MAN MENT, DOI DOI 10.1176/APPI.BOOKS.9780890425787

[4] The ''autistic psychopathy'' in childhood [J].

Asperger, H .

ARCHIV FUR PSYCHIATRIE UND NERVENKRANKHEITEN, 1944, 117 (01) :76-136

[5] Frameworks for behavioral interventions [J].

Attwood, T .

CHILD AND ADOLESCENT PSYCHIATRIC CLINICS OF NORTH AMERICA, 2003, 12 (01) :65-+

[6]

Baker M.J., 2000, Journal of Positive Behavior Interventions, V2, P66, DOI DOI 10.1177/109830070000200201

[7] Increasing the social behavior of young children with autism using their obsessive behaviors [J].

Baker, MJ ;

Koegel, RL ;

Koegel, LK .

JOURNAL OF THE ASSOCIATION FOR PERSONS WITH SEVERE HANDICAPS, 1998, 23 (04) :300-308

[8]

Barlow D.H., 1984, SINGLE CASE EXPT DES

[9] Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism [J].

Barry, TD ;

Klinger, LG ;

Lee, JM ;

Palardy, N ;

Gilmore, T ;

Bodin, SD .

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, 2003, 33 (06) :685-701

[10] The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes [J].

Bauminger, N .

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, 2002, 32 (04) :283-298

← 1 2 3 4 5 →