Κατεύθυνση Ειδική Αγωγή
Library of the School of Philosophy

2019-07-07

2019

Ziogka Georgia

ΕΠΟΠΤΕΥΟΥΣΑ:
Αγγελική Γενά, Καθηγήτρια Ειδικής Αγωγής, Τμήμα Φιλοσοφίας-Παιδαγωγικής-Ψυχολογίας, Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών

ΜΕΛΗ:
Πέτρος Γαλάνης, PhD, ΕΔΙΠ Ειδικής Αγωγής, Τμήμα Φιλοσοφίας-Παιδαγωγικής-Ψυχολογίας, Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Εριφύλλη Τσιρέμπολου, PhD, Ψυχολόγος, Διδάσκουσα στο ΠΜΣ Ειδικής Αγωγής του Τμήματος Φιλοσοφίας-Παιδαγωγικής-Ψυχολογίας, ΕΚΠΑ

Εκπαίδευση ενός Παιδιού Σχολικής Ηλικίας με ΔΑΦ στην Αυτοδιαχείριση με Στόχο τη Βελτίωση Καίριων Δεξιοτήτων για τη Σχολική του Ένταξη

English
Greek

Teaching a School-aged child with ASD to Self-manage Survival Skills for School Integration

The inclusion of children with Autism Spectrum Disorder (ASD) is a challenge for both the children and the educational community, which is called upon to create the practical and pedagogical conditions that will facilitate this effort. In the context of the general classroom, the difficulty of children with ASD to respond to questions and to execute orders made by the teacher throughout the classroom is important (Gena, 2001). These weaknesses are crucial as they negatively affect their on-task behavior in learning process and school progress. The purpose of this pilot study was to investigate the impact of a behavioral-analytical intervention program on the development and maintenance of the ability of an 8-year-old student to respond to group questions and to perform group commands provided by the therapist in a classroom psycho-educational program simulation. The intervention included two phases. In the first phase, prompting and social reinforcement was provided in relation to behavior, and in the second phase the participant was trained to self-record the desired behavior while systematically withdrawing prompting. The effectiveness of the intervention was assessed through a quasi-experimental plan. After the introduction of the first phase of the intervention, a significant increase in the frequency of group response and group order responses was recorded. The introduction of self-recording has resulted in a further increase in the frequency of dependent variables. Indeed, the benefits of the intervention were also generalized in the on-task behavior of the participant in the learning process without it being a direct goal of the intervention.

Philosophy - Psychology

Autistic Spectrum Disorder, integration, self-recording, case study.

Yes

3

Yes

160

125

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https://pergamos.lib.uoa.gr/uoa/dl/object/2877971