自闭症
心理学
多基线设计
发展心理学
干预(咨询)
背景(考古学)
一般化
基线(sea)
社会关系
社会行为
社会环境
主题(计算)
典型地发展
社会心理学
地质学
精神科
数学分析
操作系统
海洋学
古生物学
生物
法学
计算机科学
数学
政治学
作者
Mary J. Baker,Robert L. Koegel,Lynn Koegel
标识
DOI:10.2511/rpsd.23.4.300
摘要
This study systematically asked whether individual topics or themes on which children with autism perseverated across a variety of settings (often called obsessions) could be used to create the theme for a socially appropriate game. Data collected within the context of a multiple baseline design revealed very low levels of social interaction during play periods in the baseline condition. In contrast, when the children with autism were taught a socially appropriate game (e.g., one child who perseverated on maps was taught a tag game played on a giant outline of a US map), the percent of social interactions increased dramatically and continued to be high during follow-up measures. Generalization measures indicated that following intervention, the children also demonstrated increases in social interaction during other play activities. The results are discussed in terms of incorporating obsession themes into common games to create intrinsically reinforcing appropriate activities for increasing social interactions, and in relation to developing activities that capitalize on the child with autism's interests, so that the child is a valued member of the peer group.
科研通智能强力驱动
Strongly Powered by AbleSci AI