ConceptMasteryRoutinestoTeachSocialSkillstoElementaryChildrenwithHighFunctioningAutism

摘要

Childrenwithautismareincludedingeneraleducationclassroomsforexposuretoappropriatesocialmodels;however,simplyplacingchildrenwithautismwithtypicalpeersisinsufficienforpromotingdesiredgainsinsocialskills.Amultiplebaselinedesignwasusedtoexploretheeffectsofconceptmasteryroutines(CMR)onsocialskillsforfourelementary-ageboyswithhighfunc-tioningautism.Visualandnon-parametricanalysessupporttheconclusionthatsmallgroupinstructionwithtypicalpeersviatheCMRwaseffectiveforincreasingresponses,initiations,andrecognitionofemotionalstates.Theskillstaughtinsmallgroupsgeneralizedwhenthevisualstrategyofthecompletedconceptdiagramwastakentoanothersetting.Mostimportantly,thefourboysexperiencedimprovedsocialstatusfollowingintervention.