THE SECRET AGENT SOCIETY SOCIAL SKILLS PROGRAM FOR CHILDREN WITH HIGH‐FUNCTIONING AUTISM SPECTRUM DISORDERS: A COMPARISON OF TWO SCHOOL VARIANTS     

Renae Beaumont  Cassie Rotolone  Kate Sofronoff 《Psychology in the schools》2015,52(4):390-402

School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high‐functioning autism spectrum disorders (HFASD) in a mainstream school context. Sixty‐nine students aged 7–12 took part in one of two different 10‐week versions of the program (structured versus unstructured) to determine their relative effectiveness. Results suggested that both program variants led to improvements in emotion regulation abilities, social skills, and behavior at school and home, maintained at 6‐week follow‐up. However, the structured intervention generally led to superior treatment outcomes. These results suggest that improvements in social–emotional functioning can be achieved for students with HFASD through time‐limited school‐based interventions. Limitations of this study and directions for future research are discussed.  相似文献   

A Pornucopia of Technology     

Prof. Patrick Kim Cheng Low 《TechTrends》2008,52(5):30-31

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The high-school dropout decision and its wage consequences     

Arthur E Blakemore  Stuart A Low 《Economics of Education Review》1984,3(2):111-119

The purpose of this study is to investigate the wage consequences of leaving high school prior to graduation. The dropout process is modeled as interdependent events involving the dropout decision itself and expected wage offers. Since selectivity biases may occur in such models, our empirical analysis permits adjustment for any such biases. Our empirical results provide support for the existence of a self-selection bias in the initial work experiences following high school. We also find that wages for dropouts progressively decline in subsequent years relative to high-school graduates.  相似文献   

Children's Prosocial and Antisocial Behaviour,as Perceived by Children,Parents and Teachers     

David Warden  Donald Christie  Claire Kerr  Jenny Low 《教育心理学》1996,16(4):365-378

Within the context of a widespread concern with children's antisocial behaviour, especially bullying, the development of ‘whole‐school’ policies on bullying, and also recent national guidelines which emphasise the importance of fostering children's prosocial behaviours, this research examines the extent to which children, parents and teachers exhibit within‐ and between‐group consensus, both in their perceptions and relative judgements of different forms of child prosocial and antisocial behaviours, and in their responses to such behaviours. Less consensus was found in judgements of prosodal than of antisocial behaviours, both within and between groups, and significant between‐group differences are discussed in the context of the teaching of social behaviour.  相似文献