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.
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|