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Titolo:
Assessing and setting goals for the attending and communicative behavior of three preschoolers with autism in inclusive kindergarten settings
Autore:
Gena, A; Kymissis, E;
Indirizzi:
Univ Athens, Dept Philosophy Educ Psychol, Athens, Greece Univ Athens Athens Greece Dept Philosophy Educ Psychol, Athens, Greece Effie Kymissis, Alpine Learning Grp, Alpine, NJ USA Effie Kymissis AlpineNJ USA missis, Alpine Learning Grp, Alpine, NJ USA
Titolo Testata:
JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES
fascicolo: 1, volume: 13, anno: 2001,
pagine: 11 - 26
SICI:
1056-263X(200103)13:1<11:AASGFT>2.0.ZU;2-5
Fonte:
ISI
Lingua:
ENG
Soggetto:
SOCIAL-SKILLS; SEVERE DISABILITIES; JOINT ATTENTION; PROFOUND DISABILITIES; PEER INTERACTIONS; CHILDREN; ADOLESCENTS; STUDENTS; INITIATIONS; SCHOOL;
Keywords:
autism; inclusion; communicative behavior; normative data;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
34
Recensione:
Indirizzi per estratti:
Indirizzo: Gena, A Aigaiou 50, Athens 17124, Greece Aigaiou 50 Athens Greece 17124Aigaiou 50, Athens 17124, Greece
Citazione:
A. Gena e E. Kymissis, "Assessing and setting goals for the attending and communicative behavior of three preschoolers with autism in inclusive kindergarten settings", J DEV PHY D, 13(1), 2001, pp. 11-26

Abstract

Research findings of Helios II, a task plan for children with disabilities(1993-96) involving the nations of the European Economic Community, indicate that relevant and individualized inclusion plans, designed and used by well-trained specialists, is a key factor to successful inclusive education. The premise of this study was to set individualized goals that address thecommunicative difficulties of three preschoolers with autism in inclusive kindergarten settings. The findings of this study indicate that preschoolers with autism, compared with their typical peers in kindergarten, had low attending behavior; did not respond to their peer's comments, questions, andinvitations; and did not initiate interactions with peers. Normative data were collected and analyzed in the domains for difficulty stated above, andinclusion goals for children with autism were set accordingly. Setting such goals was considered to be an important prerequisite for a systematic intervention addressing the needs of preschoolers with autism in inclusion settings.

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Documento generato il 10/04/20 alle ore 02:44:54