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Using a social communication interve...

Clavenna-Deane, Beth Anne.

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Using a social communication intervention to improve the social interactions and employment experiences of adolescents with High Functioning Autism Spectrum Disorders.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Using a social communication intervention to improve the social interactions and employment experiences of adolescents with High Functioning Autism Spectrum Disorders./
作者:	Clavenna-Deane, Beth Anne.
面頁冊數:	148 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3224.
Contained By:	Dissertation Abstracts International71-09A.
標題:	Psychology, Social. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412854
ISBN:	9781124123974

Using a social communication intervention to improve the social interactions and employment experiences of adolescents with High Functioning Autism Spectrum Disorders.
Clavenna-Deane, Beth Anne.

Using a social communication intervention to improve the social interactions and employment experiences of adolescents with High Functioning Autism Spectrum Disorders. - 148 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3224.

Thesis (Ph.D.)--University of Kansas, 2010.

This study evaluated the effectiveness of cognitive-behavioral social communication intervention on improving the social reciprocity and employment experiences of adolescents with High Functioning Autism Spectrum Disorders (HFASD). Four youth diagnosed with a HFASD participated in this study. A multiple baseline across skills design provided targeted measurement of the intervention, which included conversation supported language techniques, peer model role plays, social behavior mapping, and review and feedback. Conversational data were collected in the analogue and employment settings on the use of: (a) supportive comments, (b) follow-up questions, and (c) bridging comments or questions. The four participants were enrolled in a community-based work experience program as part of the school curriculum. The analogue training occurred in the high school setting once to twice a week, and observational data were collected once a week in the employment setting on conversations between coworkers and participants. The employer also rated the participants weekly on their employability and social skills.

ISBN: 9781124123974Subjects--Topical Terms:

529430
Psychology, Social.

Using a social communication intervention to improve the social interactions and employment experiences of adolescents with High Functioning Autism Spectrum Disorders.
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520 $a This study evaluated the effectiveness of cognitive-behavioral social communication intervention on improving the social reciprocity and employment experiences of adolescents with High Functioning Autism Spectrum Disorders (HFASD). Four youth diagnosed with a HFASD participated in this study. A multiple baseline across skills design provided targeted measurement of the intervention, which included conversation supported language techniques, peer model role plays, social behavior mapping, and review and feedback. Conversational data were collected in the analogue and employment settings on the use of: (a) supportive comments, (b) follow-up questions, and (c) bridging comments or questions. The four participants were enrolled in a community-based work experience program as part of the school curriculum. The analogue training occurred in the high school setting once to twice a week, and observational data were collected once a week in the employment setting on conversations between coworkers and participants. The employer also rated the participants weekly on their employability and social skills.
520 $a In both settings, some improvements occurred in the use of supportive comments by three of the four participants in both settings. Some impact occurred on follow-up questions for three of the four participants. No significant findings occurred for bridging comments or questions. The researcher developed a threshold that compared the target skill use among non-disabled peers and determined that during intervention the participants demonstrated skill use commensurate with their non-disabled peers. As well, social validity interviews of participants, teachers, and employers supported the usefulness of the intervention. Furthermore, employability ratings indicated that workplace social interactions and social skills necessary for employment settings improved for the participants over the course of the study.
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