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Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability
Research in Autism Spectrum Disorders ( IF 3.293 ) Pub Date : 2020-05-19 , DOI: 10.1016/j.rasd.2020.101554
Laura C. Chezan , Erik Drasgow , Elise M. Grybos

Background

Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations.

Method

Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions.

Results

Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased.

Conclusions

Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed.



中文翻译:

患有自闭症和智力障碍的年轻人的会话技巧和自我互动

背景

我们在这项研究中的目的是增加三个患有自闭症谱系障碍(ASD)和共同发生中度智力障碍(ID)的年轻人的对话。首先,我们使用了由行为技能培训(BST)和隐性音频教练(CAC)组成的干预方案,以促进与同事的对话的获得和维持。其次,我们在实习现场的自然机会中实施了CAC。第三,我们研究了在获取对话期间和之后,与同事的自发交互次数是否增加。

方法

三名患有ASD并发中度ID的年轻人参加了这项研究。我们使用跨参与者的并发多基线设计和连续获取探针来评估由BST和CAC组成的干预软件包在产生会话的获取和维持以及自发交互次数增加方面的效果。

结果

结果表明,该干预措施可以有效地培养和维持所有三个年轻人的目标技能。数据还表明,三名参与者中的两名随着对话能力的提高而更频繁地与同事进行自我发起的互动。

结论

研究结果表明,该干预措施有效地促进了自闭症患者和自然环境中同时发生中度ID的年轻人的对话,并增加了与同事的自发互动。讨论了未来研究的方向以及对教学对话的临床意义。

更新日期:2020-05-19
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