学校と認知心理学の国際ジャーナル
オープンアクセス

概要

自閉症スペクトラム障害児の会話スキルの向上: 教授相互作用手順 (TIP) のパイロット スタディ

メリナ・セヴレヴァー

Children with Autism Spectrum Disorder (ASD) are often impaired in their ability to generate and maintain conversations with others (American Psychiatric Association, 2000). Poor conversational skills inhibit children with ASD from appropriately interacting with peers and family members, often prohibiting them from developing satisfying relationships with others. The teaching interaction procedure was utilized in the present intervention to improve conversational skills in four children with an ASD. Children ages 7-11 participated in an outpatient social skills group over a period of 10 weeks. Results suggest the teaching interaction procedure was effective in improving conversational skills for all participants. This study highlights issues related to conducting short-term group therapy with individuals with ASD.