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ERIC Number: EJ971440
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1918-5227
Inconsistencies in Autism-Specific Emotion Interventions: Cause for Concern
Caldeira, Monica; Edmunds, Alan
Exceptionality Education International, v22 n1 p17-36 2012
Precise educational interventions are the sine qua non of services for students with exceptionalities. Applying interventions riddled with inconsistencies, therefore, interferes with the growth and learning potential of students who need these interventions. This research synthesis documents the inconsistencies revealed during a critical analysis of the procedures and outcomes of emotion intervention studies for individuals with Autistic Disorder and Asperger's Disorder. The authors examined all peer-reviewed emotion intervention studies published in English between 1985 and 2010 in the PsycInfo, ERIC, and Medline databases (N = 24). It is noteworthy that while 96% of studies reported improvements in emotion abilities post-intervention, these improvements were notably limited in the majority of cases and many studies demonstrated methodological inconsistencies. Specific suggestions are made for mitigating such inconsistencies in order to provide individuals with Autistic Disorder and Asperger's Disorder the best opportunity to master and successfully implement social/emotional skills. (Contains 6 tables.)
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A