Improving Inappropriate Social Behavior of Autistic Students Using the LISTEN Intervention Strategy (original) (raw)
Related papers
1997
This booklet identifies and discusses methods and procedures to facilitate appropriate social interactions between children and youth with autism and classroom teachers and other school personnel. It is designed to provide information and techniques that are useful in developing social interaction programs. An overview of four approaches commonly used to promote social development in children and youth with autism is provided. In the first approach, direct skill instruction, a practitioner first identifies social skills that need to be developed, then determines the steps required to build those skills and provides practice in a variety of settings. The second approach, antecedent prompting procedures, calls for a teacher to prompt the child to engage in some kind of interactive behavior, which, when it occurs, is responded to positively by classmates and the teacher. In the third approach, peer initiation strategies, socially competent peers are taught how to initiate and encourage social interactions with children with autism in natural settings. The final approach, peer tutoring, has socially competent peers learn to use effective teaching techniques and positive reinforcement to teach academic subjects to classmates with autism. The booklet also includes a brief historical review of research findings on social interaction instruction. (Contains 94 references.) (CR)
Efforts to Teach Social Interaction to Autism Students in Inclusive Elementary Schools
Pedagonal : Jurnal Ilmiah Pendidikan
The purpose of this study was to analyze efforts to teach social interaction interactions to autistic children in inclusive elementary schools. The research method used is narrative inquiry. Research subjects are children with autistic barriers in inclusive primary schools. Subjects have difficulty controlling behavior, tend not to pay attention to their interlocutor when interacting, and display repetitive behavior, moving their fingers, shouting, laughing for no apparent reason, and tantrums. Assessment of the social interaction ability of children with autistic barriers can be seen from eye contact, facial expressions, repetitive or odd movements that are less focused, lack of ability to play with friends, and emotional states such as crying or sudden anger. The form of interaction of autistic children in inclusive elementary schools leads to a form of cooperation. Subjects often work on assignments with their study groups, even though the subjects have not been able to express i...
. International Journal of Academic Research in Progressive Education and Development, 2021
The purpose of this study is to develop an early intervention guideline for autism spectrum disorder (ASD) children in Jordan. The objectives of this early intervention guideline are to improve the social skills of children with autism spectrum disorder and to train parents on the most important methods used in training their ASD children in communication. This study is a quantitative study which employs quasi-experimental design. The sample will be divided into one control group and one experimental group. The researchers will use the questionnaire as a tool to measure the families’ needs and identify children’s deficiency in social behaviour and communication skills. This study consists of three stages. During the first stage, the questionnaires in Google form will be distributed to mothers of ASD children by random sampling. The data will be analyzed and the elements in the questionnaire will be validated. During the second stage, guidelines for the experimental group will be provided. During the third stage, the researcher will analyze the results and determine the effectiveness of early intervention guideline. The implication of this study is this early intervention guideline can be practiced among the families of ASD children in order to improve the social skills of their children.
AUTISM - AN EDUCATIONAL INTERVENTION
European Journal of Special Education Research, 2019
The purpose of this study is to present a case report of an autism incident, specifically of a toddler's, and of an educational intervention program that was built in order to promote his inclusion in the group and to compensate for adjustment difficulties. The paper presents a description of an educational experience through presentation of an autism incident and the analysis of the educational intervention and strategies followed. In particular, the educational intervention was implemented in a Centre for the design and implementation of personalized and group education programs, which creates a variety of social stimuli of inclusion philosophy towards the child and the design and implementation of each program is based on working with the family. Overall, various forms of organizing the education of the child with autism were intentionally used, due to the variety of special educational needs which appear in this category of children and flexible access to a wide range of opportunities required. Finally, it should be noted that after the daily review of child performance data and decision-making on the part of the educator, on the teaching strategy that was being promoted each time, this child had obvious progress in the way of approaching and communicating within the team, as well as in issues of self-service, as well as fine and tangible mobility. Apparently, his communication and social skills have been improved to a good extent and his inclusion has proved to be a realistic goal in the context of this systematic pedagogical intervention.
European Journal of Special Education Research, 2020
The study assessed strategies teachers used to enhance social interaction skills of autistic pupils in some selected special schools for the intellectually disabled in the Northern part of Ghana. Descriptive research design was adopted and a total sample of 50 respondents were involved. Purposive sampling technique was used to select the schools and the respondents for the study. Questionnaire was the main instrument used for data collection. Data was analysed using tables, frequencies and percentages. The findings showed that the teachers used modeling, physical prompts, visual cues, reinforcement, social stories, direct instruction skills and social skills training in groups and peer support as strategies to enhance social interaction skills of autistic pupils in the school. The strategies used by the teachers were also proven to be effective in enhancing social interaction skills of autistic pupils in the school. It was established that even though some support services were available to help enhance the social interaction skills of the autistic pupils, professionals like occupational therapists, physical therapists and the multidisciplinary team were absent in the three special schools selected for the study. It was recommended that the requisite support services should be provided in the selected special schools which have autistic pupils in order to help enhance the social interaction skills. In addition, periodic workshops, symposia as well as refresher courses should be
A review of school-based instructional interventions for students with autism spectrum disorders
2008
This review evaluates school-based instructional research for students with autism spectrum disorders (ASD). Electronic database searches identified 45 studies (n = 118 participants) published between 1995 and 2005. These studies were classified into five curricular areas: (a) academic skills, (b) communication skills, (c) functional life skills, (d) play, and (e) social skills. The results of the reviewed studies indicated effective instructional methods and several trends across curricular areas. Fewer than half of the studies (n = 20) assessed the generalization of skills to different settings and stimuli. A minority of the studies (n = 19) assessed the maintenance of skills. Very few studies reported student characteristics, such as cultural background. Additionally, many studies did not address the social validity of instructional interventions or have used inadequate procedures to judge the perceptions of stakeholders. In light of these findings, several relevant areas for future research are proposed. #