Middle school is particularly demanding experience for a student with Autism Spectrum Disorders (ASDs). At school, children must develop relationships with different teachers and with highly unpredictable peers. In order to help these students to cope with challenging circumstances, teachers need to learn how to use effective strategies that are developed to implement the social interaction of students with ASDs. In this study, we investigated the benefits of teachers’ use of social stories to promote social interaction of a student with ASDs in a mainstream middle school class. The results demonstrate the effectiveness of teacher intervention to promote changes in the quality ASDs student’s social interaction with peers.
L’uso delle storie sociali per promuovere l’interazione in classe negli alunni con disturbo dello spettro autistico
FADDA, ROBERTA;
2013-01-01
Abstract
Middle school is particularly demanding experience for a student with Autism Spectrum Disorders (ASDs). At school, children must develop relationships with different teachers and with highly unpredictable peers. In order to help these students to cope with challenging circumstances, teachers need to learn how to use effective strategies that are developed to implement the social interaction of students with ASDs. In this study, we investigated the benefits of teachers’ use of social stories to promote social interaction of a student with ASDs in a mainstream middle school class. The results demonstrate the effectiveness of teacher intervention to promote changes in the quality ASDs student’s social interaction with peers.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
