School Psychologists' Social Acceptability Ratings of Social Skills Interventions for Students with Autism Spectrum Disorder

Autism spectrum disorders in children;Children with autism spectrum disorders--Education;School psychologists;Social skills in children;Educational psychology

Diedrick, Megan A.

University of Wisconsin

关键词: Autism spectrum disorders in children;    Children with autism spectrum disorders--Education;    School psychologists;    Social skills in children;    Educational psychology;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/79407/Diedrick_Megan%20A_MA%20thesis_May%202019.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

The purpose of this study was to examine school psychologists;; perceived effectiveness and social acceptability of school-based social skills interventions for students with ASD. Specifically, the study surveyed their perceptions of the effectiveness and acceptability of four evidence-based social skills interventions: Social Stories, video modeling, cueing, and Social Thinking. Data analysis was conducted by reviewing the percentage of respondents rating each item in one of three categories (i.e., ;;Disagree,;; ;;Agree,;; ;;Don;;t Know;;) on the Social Skills Intervention Effectiveness Survey. Results indicated school psychologists generally rated Social Stories, cueing, and video modeling to be both effective and acceptable at improving social skills for students with ASD. The findings suggest these three interventions, which are evidence-based, are also viewed as socially acceptable to school psychologists.