Ayvazo Shiri, Shmuel Yafit, Bin-Nun Inbar
School of Social Sciences and Humanities, Kinneret Academic College, Galilee, Israel.
David Yellin Academic College Jerusalem, 7 Maagal Beit Hamidrash, Jerusalem, Israel.
J Autism Dev Disord. 2024 Sep 13. doi: 10.1007/s10803-024-06548-3.
Individuals with autism spectrum disorders (ASD) might demonstrate impairments in initiating and sustaining a conversation and experience conversational challenges such as question-asking and turn-taking. Conversational skills are pivotal for the social functioning of adolescents with ASD. The current investigation aimed to extend the available information on interventions addressing the conversational needs of adolescents with ASD. The research questions were: (a) What is the effect of self-monitoring, supplemented by a video-based model on the conversational skills of adolescent students with ASD? and (b) What is the acceptability of the intervention among the participating adolescents with ASD?. Appropriate conversational behavior of three students with ASD (aged 16-18 years) was assessed using a withdrawal design, during 10-min conversation sessions. Appropriate conversational behavior was defined as a sequence of a turn-taking response (i.e., waiting quietly until the speaker finished talking), followed by a verbal utterance which included (a) making a statement or responding on topic, and/or (b) asking a contextually appropriate "wh"- question. The independent variable consisted of a primary self-monitoring procedure and a daily video-based supplement. Treatment fidelity and treatment acceptability were also assessed. The conversational behavior of all participants consistently improved under the self-monitoring intervention with the video-based supplement. Self-monitoring with a video-based supplement can effectively support the conversational behavior in adolescents with ASD. This information can guide the evaluation and planning of appropriate interventions designed to improve limited conversational behaviors of adolescents with ASD.
患有自闭症谱系障碍（ASD）的个体可能在发起和维持对话方面存在障碍，并经历诸如提问和轮流发言等对话挑战。对话技巧对于患有ASD的青少年的社交功能至关重要。当前的调查旨在扩展有关满足患有ASD的青少年对话需求的干预措施的现有信息。研究问题如下：（a）以视频模型为补充的自我监控对患有ASD的青少年学生的对话技巧有何影响？以及（b）该干预措施在参与研究的患有ASD的青少年中可接受性如何？在10分钟的对话环节中，采用撤回设计对三名患有ASD（年龄在16 - 18岁之间）的学生的适当对话行为进行评估。适当的对话行为被定义为一个轮流回应序列（即安静等待直到说话者讲完），随后是一个言语表达，包括（a）就主题进行陈述或回应，和/或（b）提出与情境相符的“wh”问题。自变量包括一个主要的自我监控程序和每日的视频补充。还评估了治疗保真度和治疗可接受性。在以视频为补充的自我监控干预下，所有参与者的对话行为持续改善。以视频为补充的自我监控可以有效支持患有ASD的青少年的对话行为。这些信息可以指导旨在改善患有ASD的青少年有限对话行为的适当干预措施的评估和规划。
