ABSTRACT Students with autism spectrum disorder often require social supports to function well in a mainstream class setting. Researchers have demonstrated the effects of social skills training for students with autism, but their work has focused primarily on topographically defined outcomes, such as increasing the frequency of social behaviours. More research is needed to address the functional impact of social skills training on social experiences, such as improvements in the quality of life for students with autism. This study examined the effects of a behavioural skills training form of social skills intervention on the social interactions of students with autism in an inclusive school setting. The intervention increased participants’ social behaviour. However, its mixed results in the quality of peer responses may be a more meaningful indicator of its effect on the quality of social lives of the participants. The authors discuss the implications of these findings for current practice and future research.

中文翻译：

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超越地形：解决自闭症学生社交技能培训的功能影响

摘要 患有自闭症谱系障碍的学生通常需要社会支持才能在主流课堂环境中发挥良好作用。研究人员已经证明了社交技能培训对自闭症学生的影响，但他们的工作主要集中在地形定义的结果上，例如增加社交行为的频率。需要更多的研究来解决社交技能培训对社交体验的功能影响，例如改善自闭症学生的生活质量。本研究调查了社会技能干预的行为技能培训形式对包容性学校环境中自闭症学生社交互动的影响。干预增加了参与者的社会行为。然而，它在同伴反应质量方面的混合结果可能是它对参与者社交生活质量影响的更有意义的指标。作者讨论了这些发现对当前实践和未来研究的影响。