A comparison of two group-delivered social skills programs for young children with autism

被引:94
作者
Kroeger, K. A.
Schultz, Janet R.
Newsom, Crighton
机构
[1] Childrens Hosp, Med Ctr, Kelly OLeary Ctr Autism Spectrum Disorders, Cincinnati, OH 45229 USA
[2] Xavier Univ, Cincinnati, OH 45207 USA
[3] SW Ohio Dev Ctr, Batavia, IL USA
关键词
autism; social skills; group interventions; early intervention; empirical design;
D O I
10.1007/s10803-006-0207-x
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
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.
引用
收藏
页码:808 / 817
页数:10
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