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ERIC Number: EJ934795
Record Type: Journal
Publication Date: 2011-Sep
Pages: 8
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1053-4512
Stop, Think, Proceed: Solving Problems in the Real World
Isbell, Jackie S.; Jolivette, Kristine
Intervention in School and Clinic, v47 n1 p31-38 Sep 2011
Prevalence reports indicate approximately half of all children diagnosed with autism spectrum disorder (ASD) have a mild form of the disorder such as high-functioning autism, Asperger syndrome, or pervasive developmental disorder--not otherwise specified. These disorders are referred to collectively as high-functioning autism spectrum disorders (HFASD). Students with HFASD often receive their academic instruction in the general education setting. Social skills deficits, challenging behaviors, and the underlying cognitive characteristics related to the behaviors may limit students' ability to function independently in the complex social environment of a typical high school. Strategy instruction is a promising intervention for helping students acquire skills to become effective social problem solvers, which may lead to improved adaptive functioning and independence. Special education teachers can use the self-regulation strategy development (SRSD) model to design a strategy for solving problems in the real world as part of a comprehensive social skills training program. (Contains 1 table and 6 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A