Department of Speech and Hearing Science, University of Illinois, Urbana-Champaign.
Independent Researcher, Washington, DC.
Am J Speech Lang Pathol. 2018 May 3;27(2):592-601. doi: 10.1044/2018_AJSLP-17-0075.
The present clinical focus article describes and illustrates 3 key elements of a supports-based approach to enhancing friendship with autistic students.
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.
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.
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.
本临床焦点文章介绍并说明了以支持为基础的方法增强与自闭症学生友谊的 3 个关键要素。
与主要的基于技能的方法相比，我们强调了支持自闭症儿童和青少年社交互动的 3 个关键要素。然后，我们详细介绍了基于活动的音乐计划，该计划是一个支持性方法综合了 3 个要素的示例。具体来说，我们设计了一个基于活动的音乐计划，以增强一名 7 岁自闭症学生和他的 4 名非自闭症同伴之间的社交互动。
我们专注于以支持为基础的方法增强同伴互动的 3 个关键要素：（a）专注于参与共享活动，（b）鼓励灵活使用多种交流资源，以及（c）支持平等互动。
与基于技能的方法相比，支持性方法为设计自闭症学生及其同伴的社交支持提供了一种理论上有区别且可行的替代方案。
