An evaluation of an intervention progamme in support of development of social-interaction skills for secondary aged students with high functioning autistic spectrum disorder
people who have Autistic Spectrum Disorder are characterised by a restricted ability to develop effective language, communication and social skillls. The pathways in the brain which allow for an intuitive understanding of social-interaction and the awareness that others have thoughts, have not fully developed. This thesis has been an evaluation, using case study, into the classroom based teaching of Social-interaction skills to develop an understanding of if a Theory of Mind can be learned or acquired by High Functioning ASD teenagers, by using an intervention programme. Existing literature focussed on younger, pre-school and primary aged students and their development of social-interaction skills through play. Other literature looked at older students and play in the playground and team games, whereas this research looked at using a PSE programme designed around board games.
The intervention programme was used twice weekly over a 10-12 week period and data was collected using an observation proforma. There was a clear starting point and end point, so data could be analysed to show the development of skills over the time period.
|APA6 Citation||Noerr, J. An evaluation of an intervention progamme in support of development of social-interaction skills for secondary aged students with high functioning autistic spectrum disorder. (Thesis). University of the West of England|
|Keywords||ASD, aspergers, autism, autistic spectrum disorder, theory of mind|