Detail Identifying Early Intervention Targets for Children With Autism in Inclusive School Settings Bibliografi Author: Koegel, Robert L. (Co-Author); Koegel, Lynn Kern ; Frea, William D. (Co-Author); Fredeen, Rosy M. (Co-Author) Topik: Early Intervention; Targets; Children; Autism; Inclusive School Settings Bahasa: (EN )     Penerbit: SAGE Publications     Tempat Terbit: London    Tahun Terbit: 2001     Jenis: Article - untuk jurnal ilmiah Fulltext: 745BM255.pdf (189.0KB; 9 download) Abstract This study assessed play and social behavior of young children with autism in inclusive school settings to identify important targets for intervention. Data were collected for five children with autism and for typically developing peers. All children with autism received intervention in oneon-one settings but did not have individual education plan goals that provided systematic intervention for developing play and social skills in their school settings. Results indicated the children with autism and their typically developing peers played with a comparable number of stimulus items (e.g., toys), but the children with autism engaged in these activities for shorter durations. Both children with autism and their typically developing peers engaged in similar levels of social interaction with adults. However, the children with autism rarely or never engaged in social interactions with their peers, whereas the typically developing peers frequently engaged in social interactions with other children. The results suggest important targets for intervention. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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