Social review as a tool for developing social skills: Using contrasting cases

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Sammanfattning

The aim of this study is to, based on a theory of learning, compare in what ways two different cases of the use of self-monitoring videotapes for developing social skills in adolescents with autism spectrum disorder (ASD) facilitates social behavior studied with a micro-level approach. Two verbal 15-year-old male students with ASD and cognitive disabilities were filmed for 20 min in three different situations. Student A (Adam) was shown contrasting videotaped examples of his desired/undesired behaviors and questioned about his perceptions. Based on variation theory, the conjecture to use contrasts to enhance learning has been implemented. Student B (Bill) was videotaped in three different situations on three different occasions, and his behavior was analyzed before and after the intervention by counting incidents of deviant behavior in all nine videos. Both participants expressed increased awareness of their behavior and were able to sustain change, and Bill decreased deviant behavior in one of the focused situations (practical instruction) from 37 to 3 incidents after 6 months.

Originalspråkengelska
Sidor (från-till)1-8
Antal sidor8
TidskriftSAGE Open
Volym3
Nummer2
DOI
StatusPublished - 2013 apr. 15
Externt publiceradJa

Bibliografisk information

Funding Information:
We would like to thank the anonymous reviewers for their very valuable comments on the manuscript, which indeed made the text much better than it initially was. We would also like to thank the participating students and their teachers, the research team lead at Kristianstad University, and the support from University of Gothenburg, Sweden.

Funding Information:
The author(s) disclosed receipt of the following financial support for the research and/or authorship of this article: This research was funded by Länsförsäkringar Research Foundation, Sweden, whose support we have most appreciated.

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