MIND Institute, University of California, Davis, 2825 50th Street, Sacramento, CA 95817, USA.
J Autism Dev Disord. 2013 Aug;43(8):1843-56. doi: 10.1007/s10803-012-1733-3.
The social behavior of children and adolescents with Autism Spectrum Disorder was evaluated weekly over 19 weeks of a social skills training program. Participants' vocalizations were coded as initiating, responding, or other (e.g., self-talk). Participants' interactions were coded as dyadic peer interactions, dyadic leader interactions, interactions with a group of peers, interactions with a group of peer(s) and leader(s), or time spent by self. Over the course of the intervention, participants made fewer initiating and other vocalizations, more responding vocalizations, spent more time interacting with a group of peers, and spent marginally less time interacting with a leader. Gender, age, and intervention attendance effects on social behavior are also noted.
自闭症谱系障碍儿童和青少年的社会行为在社交技能训练计划的 19 周内每周评估一次。参与者的发声被编码为发起、回应或其他（例如，自言自语）。参与者的互动被编码为同伴间的双向互动、同伴间的单向领导互动、与一群同伴的互动、与一群同伴和领导的互动，或自我花费的时间。在干预过程中，参与者发起和其他发声减少，回应发声增多，与一群同伴互动的时间增加，与领导互动的时间略有减少。还注意到了性别、年龄和干预出勤率对社会行为的影响。
