ERIC Number: EJ775543
Record Type: Journal
Publication Date: 2007
Reference Count: 0
A Social-Behavioral Learning Strategy Intervention for a Child with Asperger Syndrome: Brief Report
Bock, Marjorie A.
Remedial and Special Education, v28 n5 p258-265 Sep-Oct 2007
This study examined the effect of a social-behavioral learning strategy intervention (Stop-Observe-Deliberate-Act; SODA) on the social interaction skills of one middle school student with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the ability of one student with AS to participate in cooperative learning activities, play board games, and visit his peers during lunch. A multiple-baseline-across-settings design was used to analyze social behavior without SODA (baseline) and with SODA (intervention) during seventh-grade English, lunch, and activity periods. Maintenance probes occurred twice a month for 2 months following the completion of intervention activities. The participant benefited from the SODA intervention: He presented an increased percentage of time spent learning cooperatively, playing board games, and visiting during lunch when SODA training began. When SODA training was discontinued, he maintained high performance across all study conditions, nearly matching that of a peer without disabilities. Moreover, the participant presented long-term memory of SODA 2 months after maintenance.
Descriptors: Teaching Methods, Social Behavior, Intervention, Interpersonal Relationship, Interaction, Long Term Memory, Learning Strategies, Cooperative Learning, Asperger Syndrome, Middle School Students, Student Participation, Grade 7, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Middle Schools
Authoring Institution: N/A