東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Effect of the Movie Time Social ...

Reade, Jenna.

FindBook

Google Book

Amazon

博客來

The Effect of the Movie Time Social Learning Method on the Emotional Inferencing Skills in an Adult with Autism Spectrum Disorder.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effect of the Movie Time Social Learning Method on the Emotional Inferencing Skills in an Adult with Autism Spectrum Disorder./
作者:	Reade, Jenna.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	91 p.
附註:	Source: Masters Abstracts International, Volume: 58-01.
Contained By:	Masters Abstracts International58-01(E).
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10839655
ISBN:	9780438351899

The Effect of the Movie Time Social Learning Method on the Emotional Inferencing Skills in an Adult with Autism Spectrum Disorder.
Reade, Jenna.

The Effect of the Movie Time Social Learning Method on the Emotional Inferencing Skills in an Adult with Autism Spectrum Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 91 p.

Source: Masters Abstracts International, Volume: 58-01.

Thesis (M.S.)--Duquesne University, 2018.

Individuals with autism spectrum disorder (ASD) have difficulty finding employment and maintaining social relationships. Professional and personal interactions require individuals to make inferences, or read between the lines. Inferencing is a challenge for individuals with ASD because it requires complex information processing. More specifically, it involves the integration of cognitive and linguistic information. There is a lack of research using complex stimuli to treat inferencing. An A-B-A-B design with one adult with ASD was used to examine the effectiveness of a movie-based method, Movie Time Social Learning (Vagin, 2012), on improving the emotional inferencing skills of one young adult with ASD. The participant answered factual and emotional inference questions about short Disney and Pixar movie clips. Visual supports, explicit teaching, and scaffolding as described in Movie Time Social Learning were used during the treatment phases to teach the participant how to make inferences. Social validity results suggest the participant enjoyed the use of Movie Time Social Learning; however, post-test results and visual analysis of the data suggest there may be other factors that influenced the emotional inferencing skills. The current study may inform clinicians about treating emotional inferencing using movies and the external supports from the Movie Time Social Learning method (2012).

ISBN: 9780438351899Subjects--Topical Terms:

520446
Speech therapy.

The Effect of the Movie Time Social Learning Method on the Emotional Inferencing Skills in an Adult with Autism Spectrum Disorder.
LDR:02405nmm a2200313 4500 001 2201873
005 20190503132005.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438351899
035 $a (MiAaPQ)AAI10839655
035 $a (MiAaPQ)duquesne:11130
035 $a AAI10839655
040 $a MiAaPQ $c MiAaPQ
100 1 $a Reade, Jenna. $3 3428609
245 1 4 $a The Effect of the Movie Time Social Learning Method on the Emotional Inferencing Skills in an Adult with Autism Spectrum Disorder.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 91 p.
500 $a Source: Masters Abstracts International, Volume: 58-01.
500 $a Adviser: Katherine Belardi.
502 $a Thesis (M.S.)--Duquesne University, 2018.
520 $a Individuals with autism spectrum disorder (ASD) have difficulty finding employment and maintaining social relationships. Professional and personal interactions require individuals to make inferences, or read between the lines. Inferencing is a challenge for individuals with ASD because it requires complex information processing. More specifically, it involves the integration of cognitive and linguistic information. There is a lack of research using complex stimuli to treat inferencing. An A-B-A-B design with one adult with ASD was used to examine the effectiveness of a movie-based method, Movie Time Social Learning (Vagin, 2012), on improving the emotional inferencing skills of one young adult with ASD. The participant answered factual and emotional inference questions about short Disney and Pixar movie clips. Visual supports, explicit teaching, and scaffolding as described in Movie Time Social Learning were used during the treatment phases to teach the participant how to make inferences. Social validity results suggest the participant enjoyed the use of Movie Time Social Learning; however, post-test results and visual analysis of the data suggest there may be other factors that influenced the emotional inferencing skills. The current study may inform clinicians about treating emotional inferencing using movies and the external supports from the Movie Time Social Learning method (2012).
590 $a School code: 0067.
650 4 $a Speech therapy. $3 520446
650 4 $a Language. $3 643551
650 4 $a Disability studies. $3 543687
690 $a 0460
690 $a 0679
690 $a 0201
710 2 $a Duquesne University. $b Speech-Language Pathology. $3 3171512
773 0 $t Masters Abstracts International $g 58-01(E).
790 $a 0067
791 $a M.S.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10839655