{"title":"通过向自闭症儿童教授文本来增加社交交流。","authors":"Jenna Gilder, Marjorie H. Charlop","doi":"10.1007/s41252-023-00322-9","DOIUrl":null,"url":null,"abstract":"<div><h3>Objectives</h3><p>In the present study, we increased the social communication of four autistic children by teaching texting conversation skills on smart phones.</p><h3>Methods</h3><p>A multiple baseline design across two dyads was used to assess the texting conversation intervention, with additional generalization probes taken across texting partners and FaceTime® sessions. One-month maintenance probes were also assessed.</p><h3>Results</h3><p>All four participants increased their conversational texting, and their conversation content was novel. Generalization across texting partners occurred, and skills were maintained. Appropriate verbal content spoken during FaceTime® probes was also observed.</p><h3>Conclusions</h3><p>Results are discussed in terms of the potential benefits of teaching autistic children social communication through text.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"7 3","pages":"403 - 414"},"PeriodicalIF":1.3000,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-023-00322-9.pdf","citationCount":"1","resultStr":"{\"title\":\"Increasing Social Communication by Teaching Texting to Autistic Children\",\"authors\":\"Jenna Gilder, Marjorie H. Charlop\",\"doi\":\"10.1007/s41252-023-00322-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objectives</h3><p>In the present study, we increased the social communication of four autistic children by teaching texting conversation skills on smart phones.</p><h3>Methods</h3><p>A multiple baseline design across two dyads was used to assess the texting conversation intervention, with additional generalization probes taken across texting partners and FaceTime® sessions. One-month maintenance probes were also assessed.</p><h3>Results</h3><p>All four participants increased their conversational texting, and their conversation content was novel. Generalization across texting partners occurred, and skills were maintained. Appropriate verbal content spoken during FaceTime® probes was also observed.</p><h3>Conclusions</h3><p>Results are discussed in terms of the potential benefits of teaching autistic children social communication through text.</p></div>\",\"PeriodicalId\":36163,\"journal\":{\"name\":\"Advances in Neurodevelopmental Disorders\",\"volume\":\"7 3\",\"pages\":\"403 - 414\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-03-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://link.springer.com/content/pdf/10.1007/s41252-023-00322-9.pdf\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Neurodevelopmental Disorders\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://link.springer.com/article/10.1007/s41252-023-00322-9\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Neurodevelopmental Disorders","FirstCategoryId":"1085","ListUrlMain":"https://link.springer.com/article/10.1007/s41252-023-00322-9","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Increasing Social Communication by Teaching Texting to Autistic Children
Objectives
In the present study, we increased the social communication of four autistic children by teaching texting conversation skills on smart phones.
Methods
A multiple baseline design across two dyads was used to assess the texting conversation intervention, with additional generalization probes taken across texting partners and FaceTime® sessions. One-month maintenance probes were also assessed.
Results
All four participants increased their conversational texting, and their conversation content was novel. Generalization across texting partners occurred, and skills were maintained. Appropriate verbal content spoken during FaceTime® probes was also observed.
Conclusions
Results are discussed in terms of the potential benefits of teaching autistic children social communication through text.
期刊介绍：
Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.
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