Resumen
Purpose: The present clinical focus article describes and illustrates 3 key elements of a supports-based approach to enhancing friendship with autistic students. Method: In comparison to the predominant skills-based approach, we highlight 3 key elements of a supports-based approach to social interaction for autistic children and youth. We then offer descriptive details of the activity-based music program as an illustrative example of a program that integrated all 3 elements of a supports-based approach. Specifically, we designed an activity-based music program to enhance social interaction among a 7-year-old autistic student and 4 of his nonautistic peers. Results: We focused on 3 key elements of a supports-based approach for enhancing peer interaction: (a) focusing on participation in a shared activity, (b) encouraging flexible use of multiple communicative resources, and (c) supporting egalitarian interaction. Conclusion: A supports-based approach presents a theoretically distinct and viable alternative to a skills-based approach in the design of social supports for autistic students and their peers.
Idioma original | Inglés |
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Páginas (desde-hasta) | 592-601 |
Número de páginas | 10 |
Publicación | American Journal of Speech-Language Pathology |
Volumen | 27 |
N.º | 2 |
DOI | |
Estado | Publicada - may. 2018 |
Publicado de forma externa | Sí |
Nota bibliográfica
Publisher Copyright:© 2018 American Speech-Language-Hearing Association.