Superheroes Social Skills Program: A Replication with Children with Autism Spectrum Disorder in Pakistan

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-07-20 DOI:10.1080/21683603.2021.1944410

Shabbih Fatima, Sarwat Sultan, W. Jenson, John L. Davis, Keith C. Radley, Naintara

引用次数: 1

Abstract

ABSTRACT This study investigated the efficacy of the Superheroes Social Skills program in increasing social engagement of four elementary-aged children with autism spectrum disorder (ASD) in Pakistan, where English was spoken as a second language. The investigators implemented the first six lessons from the program in the classroom and assessed its efficacy through observations made during a recess period. Although the skills were trained in one context (i.e., the classroom), observations showed that the participants increased social engagement in a second environment (i.e., recess playground) in which the skills had not been taught. Social engagement effect sizes were in the moderate to large range with larger effect sizes for social responses than for social initiations. The authors discuss the implications and research needs for implementing social skills programs in diverse cultures.

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超级英雄社交技能项目：对巴基斯坦自闭症谱系障碍儿童的复制

摘要本研究调查了超级英雄社交技能计划在巴基斯坦四名自闭症谱系障碍（ASD）小学儿童中提高社交参与度的效果，在巴基斯坦，英语是第二语言。研究人员在课堂上实施了该项目的前六节课，并通过在课间休息期间的观察来评估其效果。尽管技能是在一个环境中（即课堂）进行培训的，但观察结果表明，参与者在没有教授技能的第二个环境（即课间操场）中增加了社会参与度。社会参与效应大小在中到大的范围内，社会反应的效应大小大于社会启动的效应大小。作者讨论了在不同文化中实施社会技能计划的意义和研究需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.