Εκπαίδευση της Δεξιότητας Συζήτησης σε Ομάδα Ατόμων με Αναπτυξιακές Αναπηρίες: Ένα Πρόγραμμα Παρέμβασης
Δημοσιευμένα:
May 9, 2019
Λέξεις-κλειδιά:
Αναπτυξιακές Αναπηρίες Εκπαίδευση δεξιότητας συζήτησης Ομάδα Πρόγραμμα παρέμβασης
Περίληψη
Ο στόχος αυτής της ποιοτικής έρευνας ήταν η εκπαίδευση κοινωνικών ανταλλαγών και συγκεκριμένα της δεξιότητας συζήτησης σε επτά ενήλικες με αναπτυξιακές αναπηρίες (μέτρια και σοβαρή νοητική αναπηρία, σύνδρομο Down και αυτισμός με νοητική αναπηρία). Οι συμμετέχοντες/ουσες, που αποτέλεσαν μία ομάδα, εκπαιδεύτηκαν με ερωταποκρίσεις να διαλέγονται μεταξύ τους με τη βοήθεια εικόνων. Χρησιμοποιήθηκε ένα ημι-πειραματικό σχέδιο βάσεων, εκπαίδευσης (με ερωτήσεις και εικόνες), επιστροφής στη βάση και εξέτασης με απόσυρση των αρχικών συστατικών εκπαίδευσης (εικόνων), για να δείξει την κατάκτηση της δεξιότητας. Το πρόγραμμα παρέμβασης διήρκησε δύο μήνες. Και οι επτά συμμετέχοντες/ουσες που ξεκίνησαν από μηδενική βάση κατέκτησαν την ικανότητα συμμετοχής στη συζήτηση ανάλογα με το δυναμικό τους. Η εκπαίδευση και η παρεχόμενη δομή αυτής της παρέμβασης αύξησε τον αριθμό των ανταλλαγών τους κι έδωσε τη δυνατότητα και τον τρόπο να κοινωνικοποιηθούν. Με αφορμή την παρέμβαση αυτή αποδεικνύεται πως τα άτομα με αναπτυξιακές αναπηρίες δύνανται να διδαχθούν δεξιότητες συζήτησης σε ομάδα.
Λεπτομέρειες άρθρου
- Πώς να δημιουργήσετε Αναφορές
-
Λάππα (Lappa) Χ. (Christina) Σ., & Μαντζίκος (Mantzikos) Κ. (Constantinos) N. (2019). Εκπαίδευση της Δεξιότητας Συζήτησης σε Ομάδα Ατόμων με Αναπτυξιακές Αναπηρίες: Ένα Πρόγραμμα Παρέμβασης. Έρευνα στην Εκπαίδευση, 8(1), 17–40. https://doi.org/10.12681/hjre.19492
- Τεύχος
- Τόμ. 8 Αρ. 1 (2019)
- Ενότητα
- Άρθρα
Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.
Τα πνευματικά δικαιώματα των άρθρων του περιοδικού ανήκουν στους συγγραφείς. Τα άρθρα διατίθενται με άδειες Creative Commons CC-BC-SA 4.0
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Abbeduto, L., Warren,S., F., & Conners, F., A. (2007). Language development in Down syndrome: From the pre linguistic period to the acquisition of literacy. Mental Retardation and Developmental Disabilities Research Reviews, 13(3), 247–261, DOI: 10.1002/mrdd.20158
Alwell, M., & Cobb, B. (2009). Social and communicative interventions and transition outcomes for youth with disabilities: A systematic review. Career Development for Exceptional Individuals, 32, 94-107, DOI: 10.1177/0885728809336657
Avramidis, E. (2013). Self-concept, social position and social participation of pupils with SEN in mainstream primary schools. Research Papers in Education, 28(4), 421–442, DOI:10.1080/02671522.2012.673006
Αγγελάκη, Α. (2013). Οι σχέσεις με τους συνομηλίκους των μαθητών με νοητική ανεπάρκεια και μαθησιακές δυσκολίες που φοιτούν σε τμήματα ένταξης δημοτικών σχολείων. Αδημοσίευτη Διπλωματική Εργασία, Α.Π.Θ., Θεσσαλονίκη Ελλάδα.
Baldwin, S., Costley, D., & Warren, A. (2014). Employment activities and experiences of adults with high-functioning autism and asperger’s disorder. Journal of Autism and Developmental Disorders 44, 2440–2449, DOI: 10.1007/s10803-014-2112-z
Barnett, J. (1987). Research on language and communication in children who have severe handicaps: a review and some implications for intervention. Educational Psychology, 7 (2), 117-128, DOI: 10.1080/0144341870070204
Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(6), 685–701, DOI: 10.1023/B:JADD.0000006004.86556.e0.
Berglund, E., Eriksson, M., & Johansson, I. (2001). Parental reports of spoken language skills in children with Down syndrome. Journal of Speech, Language & Hearing Research, 44 (1), 179-191.
Bradlyn, A.S., Himadi, W.G., Crimmins, D.B., Christoff, K.A., Graves, K.G., & Kelly, G.A. (1983). Conversational skills training for retarded adolescents. Behavior Therapy, 14 (2), 314-325, DOI: 10.1016/s0005-7894(83)80121-x
Breen, C., Haring, Τ., Pitts-Conway, V., & Gaylord-Ross, R. (1985). The training and generalization of social interaction during break time at two job sites in the natural environment. Journal of the Association for the Severely Handicapped, 10 (1), 41-50, DOI: 10.1177/154079698501000105
Burt, D. B., Fuller, S. P., & Lewis, K. R. (1991). Brief report: Competitive employment of adults with autism. Journal of Autism and Developmental Disorders, 21(2), 237–242, DOI: 10.1007/bf02284763
Cappadocia, M. C., & Weiss, J. A. (2011). Review of social skills training groups for youth with Asperger Syndrome and high functioning autism. Research in Autism Spectrum Disorders, 5(1), 70–78, DOI: 10.1016/j.rasd.2010.04.001
Carr, A., O' Reilly, G., Noonan-Walsh, P., & McEvoy, J. (Eds) (2007). The Handbook of Intellectual Disability and Clinical Psychology Practice. New York, US: Routledge.
Chadsey–Rusch, J., Drasgow, E., Reinoehl, B., Halle, J., W., & Collet–Klingenberg, L. (1993). Using general–case instruction to teach spontaneous and generalized requests for assistance to learners with severe disabilities. The Journal of the Association for Persons with Severe Handicaps, 18(3), 177–187, DOI: 10.1177/154079699301800304
Chapman, R.S., Seung, H., Schwartz, S.E., & Kay-Raining Bird, E. (1998). Language skills of children and adolescents with Down syndrome, II: Production Deficits. Journal of Speech, Language and Hearing Research, 41, 861–873.
Charlop, M. H., Schreibman, L., & Tryon, A. S. (1983). Learning through observation: The effects of peer modeling on acquisition and generalization in autistic children. Journal of Abnormal Child Psychology, 11(3), 355–366, DOI: 10.1007/bf00914244
Chiang, H., Cheung, Y. K., Li, H., & Tsai, L. Y. (2013). Factors associated with participation in employment for high school leavers with autism. Journal of Autism and Developmental Disorders, 43(8), 1832–1842, DOI: 10.1007/s10803-012-1734-2
Christoff, K.A., & Kelly, J.A. (1983). Social skills. In J.L. Matson, & S.E. Beuning (Eds.), Assessing the mentally retarded (pp. 181-206). New York, US: Grune and Stratton.
Davis, K. M., Boon, R. T., Cihak, D. F., & Fore, C. III. (2010). Power cards to improve conversational skills in adolescents with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 25(1), 12-22, DOI: 10.1177/1088357609354299
Davis, T. E., III, Moree, B. N., Dempsey, T., Reuther, E. T., Fodstad, J. C., Hess, J. A., et al. (2011). The relationship between autism spectrum disorders and anxiety: the moderating effect of communication. Research in Autism Spectrum Disorders, 5(1), 324–329, DOI: 10.1016/j.rasd.2010.04.015
Del Cole, C.G., Caetano, S.C., Ribeiro, W., Kümmer, A.E., & Jackowski, A.P. (2017). Adolescent adaptive behavior profles in Williams–Beuren syndrome, Down syndrome, and autism spectrum disorder. Child and Adolescent Psychiatry and Mental Health, 11(40), 1-9, DOI: 10.1186/s13034-017-0177-0
Dixon, D. R., Tarbox, J., Najdowski, A. C., Wilke, A. E., & Granpeesheh, D. (2011). A comprehensive evaluation of language for early behavioral intervention programs: the reliability of the SKILLS Language Index. Research in Autism Spectrum Disorders, 5, 506–511, DOI: 10.1016/j.rasd.2010.06.016
Doggett, R., Krasno, A., Koegel, L., & Koegel, R. (2013). Acquisition of multiple questions in the context of social conversation in children with autism. Journal of Autism and Developmental Disorders, 43(9), 2015–2025, DOI: 10. 1007/s10803-012-1749-8
Dotson, W.H., Leaf, J.B., Sheldon, J.B., & Sherman, J.A. (2010). Group teaching of conversational skills to adolescents on the autism spectrum. Research in Autism Spectrum Disorders, 4(2), 199-209, DOI: 10.1016/j.rasd.2009.09.005
Duffy, C., & Healy, O. (2011). Spontaneous communication in autism spectrum disorder: A review of topographies and interventions. Research in Autism Spectrum Disorders, 5(3), 977-983, DOI: 10.1016/j.rasd.2010.12.005
Flores, M.M., Schweck, K.B., & Hinton, V. (2016). Teaching Language Skills to Preschool Students with Developmental Delays and Autism Spectrum Disorder Using Language for Learning. Rural Special Education Quarterly, 35(1), 3-12, DOI: 10.1177/875687051603500102
Fombonne, E. (2003). Epidemiological surveys of autism and other pervasive developmental disorders: An update. Journal of Autism and Developmental Disorders, 33(4), 365-382.
Garrote, Α. (2017). The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5(1), 1-15, DOI: http://dx.doi.org/10.14786/flr.v5i1.266
Gottlieb, J., Semmel, M., & Veldman, J. (1978). Correlates of Social Status Among Mainstreamed Mentally Retarded Children. Journal of Education of Psychology, 70 (3), 396-405, DOI: 10.1037/0022-0663.70.3.396
Greenspan, S., & Shoultz, S. (1981). Why mentally retarded adults lose their jobs: Social competence as a factor in work adjustment. Applied Research in Mental Retardation, 2 (1), 23-38, DOI: 10.1016/0270-3092(81)90004-7
Groeben, M., Perren, S., Stadelmann, S., & Klitzing, K. (2011). Emotional symptoms from kindergarten to middle childhood: Associations with self- and other-oriented social skills. European Child & Adolescent Psychiatry, 20(1), 3-15, DOI: 10.1007/s00787-010-0139-z
Guralnick, M. J. (1986). Children’s social behavior: Development, assessment, and modification. Orlando, FL, US: Academic Press.
Guralnick, M. J. (1999). Family and child influences on the peer related social competence of young children with developmental delays. Mental retardation and developmental disabilities, 5, 21-29. Retrieved 20/12/2018 from: https://depts.washington.edu/chdd/guralnick/pdfs/family_child_influ_MRDD_RR5_99.pdf
Hagner, D., & Cooney, B. F. (2005). “I Do That for Everybody”: Supervising employees with autism. Focus on Autism and Other Developmental Disabilities, 20(2), 91–97, DOI: 10.1177/10883576050200020501
Haring, T.G., Roger, B., Lee, M., Breen, C., & Gaylord-ross, R. (1986). Teaching social language to moderately handicapped students. Journal of Applied Behavior Analysis, 19(2), 159-171, DOI: 10.1901/jaba.1986.19-159
Hazel, J. S., Schumaker, J. B., Sherman, J. A., & Sheldon-Wildgen, J. (1982a). Group training for social skills: A program for court-adjudicated, probationary youths. Criminal Justice and Behavior, 9(1), 35–53, DOI: 10.1177/0093854882009001003
Hazel, J. S., Schumaker, J. B., Sherman, J. A., & Sheldon, J. (1982b). Application of a group training program in social skills and problem solving to learning disabled and non-learning disabled youth. Learning Disability Quarterly, 5(4), 398–408, DOI: https://doi.org/10.2307/1510923
Hendricks, D., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations. Focus on Autism and Other Developmental Disabilities, 24(2), 77–88, DOI: 10.1177/1088357608329827
Heward, W. L. (2011). Παιδιά με ειδικές ανάγκες. Μία εισαγωγή στην Ειδική Εκπαίδευση (Μτφρ: Χ. Λυμπεροπούλου). Αθήνα: Τόπος. (έτος έκδοσης πρωτότυπου 2009)
Holmes, M.R., Hansen, D.J., & St. Lawrence, J.S. (1984). Conversational skills training with aftercare patients in the community: social validation and generalization. Behavior Therapy, 15, 84-100, DOI: 10.1016/s0005-7894(84)80043-x
Hops, H. (1983). Children’s social competence and skill: Current research practices and future directions. Behavior Therapy, 14(1), 3-18, DOI: 10.1016/s0005-7894(83)80084-7
Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45(2), 212-229, DOI: 10.1111/j.1469-7610.2004.00215.x
Hughes,C., Golas, M., Cosgriff, J., Brigham, N., Edwards, C., & Cashen, K. (2011). Effects of a Social Skills Intervention Among High School Students With Intellectual Disabilities and Autism and Their General Education Peers. Research & Practice for Persons with Severe Disabilities, 36(1-2), 46–61, DOI: 10.2511/rpsd.36.1-2.46
Hughes, C., Rung, L. L., Wehmeyer, M. L., Agran, M., Copeland, S. R., & Hwang, B. (2000). Self-prompted communication book use to increase social interaction among high school students. The Journal of the Association for Persons With Severe Handicaps, 25(3), 153-166, DOI: 10.2511/rpsd.25.3.153
Ingersoll, Β. (2008). The Social Role of Imitation in Autism Implications for the Treatment of Imitation Deficits. Infants & Young Children, 21(2), 107–119, DOI: 10.1097/01.iyc.0000314482.24087.14
Ingersoll, Β., Walton, Κ., Carlsen, D., & Hamlin, T. (2013). Social Intervention for Adolescents With Autism and Significant Intellectual Disability: Initial Efficacy of Reciprocal Imitation Training. American Journal on Intellectual and Developmental Disabilities, 118(4), 247–261, DOI: 10.1352/1944-7558-188.4.247
Imray, P., & Hinchcliffe, V. (2014) Curricula for Teaching Children and Young People with Severe or Profound and Multiple Learning Difficulties. London & New York: Routledge.
Ingvarsson, Ε.T., Tiger, J., Hanley, G., & Stephenson, K. (2007). An evaluation of intraverbal training to generate socially appropriate responses to novel questions. Journal of Applied Behavior Analysis, 40, 411-429.
Kazdin, A.E. (2011). Single- Case Research Designs. Methods for Clinical and Applied Settings (2nd edn). New York, US: Oxford University Press.
Kelly, A. (2000). Talk about: Developing Social Communication Skills., UK: Routledge.
Kelly, J.A. (1982). Social skills training: A practical guide for interventions. New York, US: Springer.
Kelly, J.A, Furman, W., Phillips, J., Hathorn, S., & Wilson, T., (1979). Teaching conversational skills to retarded adolescents. Child Behavior Therapy, 1(1), 85-97, DOI: 10.1300/j473v01n01_09
Kelly, J.A., Urey, J., & Patterrson, J.T. (1980). Improving heterosocial conversational skills of male psychiatric patients through a small group training procedure. Behavior Therapy, 11(2), 179-188, DOI: 10.1016/s0005-7894(80)80018-9
Kelly, J.A., Wildman, B.G., Urey, J.R., & Thurman, C. (1979). Group skills training to increase the conversational repertoire of retarded adolescents. Child Behavior Therapy, 1(4), 323-336, DOI: 10.1300/j473v01n04_02
Kleitsch Ε.C., Whitman Τ.L., & Santos J. (1983). Increasing verbal interaction among elderly socially isolated retarded adults: a group language training procedure. Journal of Applied Behavior Analysis, 16(2), 217-233, DOI: 10.1901/jaba.1983.16-217
Krantz, P.J., & McClannahan, L.E. (1993). Teaching children with autism to initiate to peers: effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26(1), 121-132, DOI: 10.1901/jaba.1993.26-121
Kroeger, K. A., Schultz, J. R., & Newsom, C. (2007). A comparison of two group-delivered social skills programs for young children with autism. Journal of Autism and Developmental Disorders, 37(5), 808–817, DOI: 10.1007/s10803-006-0207-x
Kurtz, P. F., Boetler, E. W., Jarmolowicz, D. P., Chin, M. D., & Hagopian, L. P. (2011). An analysis of functional communication training as an empirically supported treatment for problem behavior displayed by individuals with intellectual disabilities. Research in Developmental Disabilities, 32(6), 2935–2942, DOI: 10.1016/j.ridd.2011.05.009
Landry, S. H., Garner, P. W., Pirie, D., & Swank, P. R. (1994). Effects of social context and mothers' requesting strategies on Down's syndrome children's social responsiveness. Developmental Psychology, 30, 293-302, DOI: 10.1037/0012-1649.30.2.293
Lappa, C., Kyparissos, N., Nisiotou, I., & Paraskevopoulos, S. (2013). The Development of Glancing at Listener as result of Conversation Training in Children and Young Adults with Moderate and Severe Developmental Disabilities. European Journal of Behavior Analysis, 14, 19-33, DOI: 10.1080/15021149.2013.11434442
Lappa, C., Kyparissos, N., & Paraskevopoulos, S. (2011). Teaching Conversation in Small Groups of Children and Adults with Moderate and Severe Mental Retardation. European Journal of Behavior Analysis, 12, 249-262, DOI: 10.1080/15021149.2011.11434368
Ledford, J. R., Gast, D. L., Luscre, D., & Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38(1), 86–103, DOI: 10.1007/s10803-007-0363-7
Leonard, S., Msall, M., Bower, C., Tremont, M., & Leonard, H. (2002). Functional status of school-aged children with Down syndrome. Journal of Paediatrics & Child Health, 38 (2), 160-165, DOI: 10.1046/j.1440-1754.2002.00736.x
Lerner, R.M., Lerner, J.V., Almerigi, J.B., Theokas, C., Phelps, E., Gestsdottir, S., & von Eye, A., (2005). Positive youth development. Journal of Early Adolescence, 25(1), 10-16.
Lerner, R.M., von Eye, A., Lerner, J.V., Lewin-Bizan, S., & Bowers, E.P. (2011). Processes, programs, and problematics. Journal of Youth Development, 6(3), 40-64.
Locke, J., Ishijima, E.H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10 (2), 74–81, DOI: 10.1111/j.1471-3802.2010.01148.x
Luftig, R., L. (1988). Assessment of perceived school loneliness and isolation of mentally retarded and non retarded students. American Journal on Mental Retardation, 92, 472-475.
Λάππα, Χ., Μαντζίκος, Κ., & Παρασκευόπουλος, Σ. (2019). Η Συμβολή της Περιβαλλοντικής Εκπαίδευσης στην Εκπαίδευση των Παιδιών με Αναπηρίες ή/και Ειδικές Εκπαιδευτικές Ανάγκες: Οι Απόψεις των Εκπαιδευτικών. Έρευνα στην Εκπαίδευση, 8(1), 1-16, DOI: http://dx.doi.org/10.12681/hjre.19473
Marriage, S., Wolverton, A., & Marriage, K. (2009). Autism spectrum disorder grown up: A chart review of adult functioning. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 18(4), 322–327.
Martin, G.E., Klusek, J., Estigarribia, B., & Roberts, J.E. (2009). Language characteristics of individuals with Down syndrome. Topics in Language Disorders, 29(2), 112-132, DOI:10.1097/TLD.0b013e3181a71fe1
Matson, J. L., Horovitz, M., Kozlowski, A. M., Sipes, M., Worley, J. A., & Shoemaker, M. E. (2011). Person characteristics of individuals in functional assessment research. Research in Developmental Disabilities, 32 (2), 621–624, DOI: 10.1016/j.ridd.2010.12.012
Matson, J. L., Kozlowski, A. M., Worley, J. A., Shoemaker, M. E., Sipes, M., & Horovitz, M. (2011). What is the evidence for environmental causes of challenging behaviors in persons with intellectual disabilities and autism spectrum disorders? Research in Developmental Disabilities, 32 (2), 693–698, DOI: 10.1016/j.ridd.2010.11.012
Matson, J. L., Mayville, E. A., Lott, J. D., Bielecki, J., & Logan, R. (2003). A comparison of social and adaptive functioning in persons with psychosis, autism, and severe or profound mental retardation. Journal of Developmental and Physical Disabilities, 15 (1), 57-65, DOI: 10.1023/a:1021404304361
Matson, J. L., Sipes, M., Horovitz, M., Worley, J. A., Shoemaker, M. E., & Kozlowski, A. M. (2011). Behaviors and corresponding functions addressed via functional assessment. Research in Developmental Disabilities, 32 (2), 625–629, DOI: 10.1016/j.ridd.2010.12.011
Matson, J. L., Terlonge, C., Gonza΄lez, M. L., & Rivet, T. (2006). An evaluation of social and adaptive skills in adults with bipolar disorder and severe/profound intellectual disability. Research in Developmental Disabilities, 27(6), 681–687, DOI: 10.1016/j.ridd.2005.10.001
McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30, 183-213.
Merrell, K. W., & Gimpel, G. A. (1998). Social skills of children and adolescents: Conceptualization, assessment, treatment. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Minkin, N., Braukmann, C.J., Minkin, B.L., Timbers, G.D., Timbers, B.J., Fixsen, D.L., Phillips, E.L., & Wolf, M.M. (1976).The social validation and training of conversational skills. Journal of Applied Behavior Analysis, 9(2), 127-139, DOI: 10.1901/jaba.1976.9-127
Mundy, P., Sigman, M., Kasari, C., & Yirmiya, N. (1988). Nonverbal communication skills in Down syndrome children. Child Development, 59(1), 235-249, DOI: 10.2307/1130406
Μπάρμπας, Γ. (2008). Η εκπαίδευση των παιδιών με ήπια νοητική καθυστέρηση στο ελληνικό σχολείο: Διαπιστώσεις-Προτάσεις. Στο ΕΠΙΝΟΗΣΗ Εξειδίκευση Εκπαιδευτικών- Ειδικού Εκπαιδευτικού Προσωπικού και Παραγωγή Εκπαιδευτικού Υλικού για Ήπια Νοητική Καθυστέρηση – υλικό θεωρητικής εξειδίκευσης. Αθήνα: Πανεπιστήμιο Αθηνών , ΕΠΕΑΕΚ ΙΙ, 2000-2006.
Njardvik, U., Matson, J. L., & Cherry, K. E. (1999). A comparison of social skill in adults with autistic disorder, pervasive developmental disorder not otherwise specified, and mental retardation. Journal of Autism and Developmental Disorders, 29(4), 287-295, DOI: 10.1023/a:1022107318500
Nota, L., & Soresi, S. (1997). I comportamenti Sociali: dall’ Analisi all’ intervento (Social behaviors from analysis to intervention). Erip Editrice, Pordenone Italy.
Paclawskyj, T. R., Matson, J. L., Rush, K. S., Smalls, Y., & Vollmer, T. R. (2000). Questions about behavioral function (QABF): a behavioral checklist for functional assessment of aberrant behavior. Research in Developmental Disabilities, 21 (3), 223–229, DOI: 10.1016/s0891-4222(00)00036-6
Patterson, A., & Rafferty, A. (2001). Making it to work: Towards employment for the young adult with autism. International Journal of Language & Communication Disorders, 36 (s1), 475–480, DOI: 10.3109/13682820109177932
Pijl, S., Meijer, C., & Hegarty, S. (1997). Inclusive education: A global agenda. London, UK: Routledge.
Pilling, N., McGill, P., & Cooper, V. (2007). Characteristics and experiences of children and young people with severe intellectual disabilities and challenging behaviour attending 52-week residential special schools. Journal of Intellectual Disability Research, 51(3), 184–196, DOI: 10.1111/j.1365-2788.2006.00852.x
Pruthi, G. (1988). Language development in children with mental retardation. Dynamical Psychology. Retrieved 20/12/2018 from: http://www.goertzel.org/dynapsyc/2007/Language%20development.htm
Παππά, Ι. (2008). Επίλυση προβλημάτων κοινωνικής ζωής μαθητών με νοητική υστέρηση. Αδημοσίευτη Διδακτορική Διατριβή. Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών, τμήμα Δημοτικής Εκπαίδευσης, Αθήνα.
Παπουτσάκη, Κ. (2009). Νοητική Υστέρηση και Μοναξιά. Αθήνα: Γρηγόρης.
Πολυχρονοπούλου, Σ. (2004). Παιδιά και έφηβοι με ειδικές ανάγκες και δυνατότητες. Αθήνα: Διάδραση.
Ringdahl, J. E., Call, N. A., Mews, J. B., Boelter, E. W., & Christensen, T. J. (2008). Assessment and treatment of aggressive behavior without a clear social function. Research in Developmental Disabilities, 29 (4), 351–362, DOI: 10.1016/j.ridd.2007.06.003
Rivard, M., Terroux, A., Mercier, C., Parent-Bousier, C. (2015). Indicators of Intellectual Disabilities in Young Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 45 (1), 127-137, DOI: 10.1007/s10803-014-2198-3
Rogers, S. J., & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3(2), 137-162, DOI: 10.1017/s0954579400000043
Sadock, B. J., & Sadock, V.A. (Eds) (2000). Kaplan & Sadock’s comprehensive textbook of Psychiatry. (7th edn), Vol. II. Philadelphia, US: Lippincott Williams & Wilkins.
Schuchardt, K., Maehler, C., & Hasselhorn, M. (2011). Functional deficits in phonological working memory in children with intellectual disabilities. Research in Developmental Disabilities, 32(5), 1934–1940, DOI: 10.1016/j.ridd.2011.03.022
Schwab, S., Gebhardt, M., Krammer, M., & Gasteiger-Klicpera, B. (2015). The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes. Journal of Cognitive Education and Psychology, 14(2), 180-198, DOI: 10.1891/1945-8959.14.2.180
Sigafoos, J., O'Reilly, M., & Green, V. (2007). Communication difficulties and the promotion of communication skills. In A. Carr, G. O'Reilly, P. Noonan Walsh, & J. McEvoy (Eds), The Handboook of Intellectual Disability and Clinical Psychology Practice, (pp. 607-642). New York, US: Routledge.
Singh, N.N., & Winton, A.S. (1983). Social skills training with institutionalized severely and profoundly mentally retarded persons. Applied research in mental retardation, 4 (4), 383-98.
Sparrow, S., Balla, D., & Cicchetti, D. V. (1984). The Vineland adaptive behavior scales (survey form). Circle Pines, MN, US: American Guidance Service
Sperry, L. A., & Mesibov, G. B. (2005). Perceptions of social challenges of adults with autism spectrum disorder. Autism, 9 (4), 362–376, DOI: 10.1177/1362361305056077
Stalonas, P.M., & Johnson, W. G. (1979). Conversation skills trainings for obsessive speech using an aversive- cueing procedure. Journal of Behavior Therapy and Experimental Psychiatry, 10 (1), 61-63, DOI: 10.1016/0005-7916(79)90039-9
Syriopoulou-Delli, C. K., Agaliotis, I., & Papaefstathiou, E. (2016). Social skills characteristics of students with autism spectrum disorder. International Journal of Developmental Disabilities, 64(1), 35–44, DOI: 10.1080/20473869.2016.1219101
Σούλης, Σ., & Φλωρίδης, Θ. (2006). Ποιότητα ζωής και νέοι με νοητική υστέρηση: Αναζητώντας τις επιλογές τους με βάση το δικαίωμα της αυτοδιάθεσης, Ψυχολογία, 13(2), 1-13.
Σούλης, Σ., Φωτιάδου, Ε., & Χριστοδούλου, Π. (2014). Εγχειρίδιο εκπαιδευτών ενηλίκων. Αθήνα: Εθνική συνομοσπονδία ατόμων με αναπηρία.
Στρογγυλός, Β. (2011). Αποτελεσματικές πρακτικές στην εκπαίδευση των παιδιών με νοητική καθυστέρηση. Στο Σ. Παντελιάδου, & Β. Αργυρόπουλος (Επιμ.), Ειδική αγωγή. Από την έρευνα στη διδακτική πράξη (σσ.253-299). Αθήνα: Πεδίο.
Thomas, D., & Woods, H. (2008). Νοητική Καθυστέρηση: Θεωρία και Πράξη. (Μτφρ: Χ. Λυμπεροπούλου- Επιμ. Α. Ζώνιου-Σιδέρη, & Ε. Ντεροπούλου-Ντέρου). Αθήνα: Εκδόσεις Τόπος. (έτος έκδοσης πρωτότυπου 2003)
Umadevi, V.M.., & Sukumaran, P.S. (2012). Functional Social Skills of Adults with Intellectual Disability. Disability, CBR, and Inclusive Development, 23(2), 72-80, DOI: 10.5463/DCID.v23i2.76
Urey, J.R., Laughlin, C.S., & Kelly, J.A. (1979). Teaching heterosocial conversational skills to male psychiatric patients. Journal of Behavior Therapy and Experimental Psychiatric, 10 (4), 323-328, DOI: 10.1016/0005-7916(79)90011-9
van der Meer, L., Sigafoos, J., O’Reilly, M. F., & Lancioni, G. E. (2011). Assessing preferences for AAC options in communication interventions for individuals with developmental disabilities: a review of the literature. Research in Developmental Disabilities, 32 (5), 1422–1431, DOI: 10.1016/j.ridd.2011.02.003
van der Schuit, M., Segers, E., van Balkom, H., & Verhoeven, L. (2011a). Early language intervention for children with intellectual disabilities: a neurocognitive perspective. Research in Developmental Disabilities, 32 (2), 705–712, DOI: 10.1016/j.ridd.2010.11.010
van der Schuit, M., Segers, E., van Balkom, H., & Verhoeven, L. (2011b). How cognitive factors affect language development in children with intellectual disabilities. Research in Developmental Disabilities, 32 (2), 1884–1894, DOI: 10.1016/j.ridd.2011.03.015
Verhoeven, L., Steenge, J., van Weerdenburg, M., & van Balkom, H. (2011). Assessment of second language proficiency in bilingual children with specific language impairment: a clinical perspective. Research in Developmental Disabilities, 32, 1798–1807, DOI: 10.1016/j.ridd.2011.03.010
Wainer, A. L., & Ingersoll, B. R. (2011). The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 96–107, DOI: 10.1016/j.rasd.2010.08.002
Walton, K., & Ingersoll, B. (2013). Improving social skills in adolescents and adults with autism and severe to profound intellectual disability: A review of the literature. Journal of Autism and Developmental Disorders, 43 (3), 594-615, DOI: 10.1007/s10803-012-1601-1
Weiner, J. (2004). Do peer relationships foster behavioral adjustment in children with learning disabilities? Learning Disability Quarterly, 27(1), 21-30, DOI: 10.2307/1593629
Wildman, B.G., Wildman, H.E., & Kelly, W.J. (1986). Group conversational-skills, training and social validation with mentally retarded adults. Applied Research in Mental Retardation, 7(4), 443-458, DOI: 10.1016/s0270-3092(86)80017-0
Wilkins, J., & Matson, J.L. (2007). Social Skills. International Review of Research in Mental Retardation, 34, 321-363, DOI: 10.1016/s0074-7750(07)34010-x
Wilkins, J., & Matson, J. L. (2009). A comparison of social skills profiles in intellectually disabled adults with and without ASD. Behavior Modification, 33(2), 143–155, DOI: 10.1177/0145445508321880
Williams, T.I. (1989). A social skills group for autistic children. Journal of Autism and Developmental Disorders, 19(1), 143–155, DOI: 10.1007/bf02212726
Wishart, J. (2007). Socio-cognitive understanding: a strength or weakness in Down's syndrome? Journal of Intellectual Disability Research, 51(12), 996-1005, DOI: 10.1111/j.1365-2788.2007.01007.x
Wittenbaum, G.M., & Bowman, J.M. (2004). A social validation explanation for mutual enhancement. Journal of Experimental Social Psychology, 40(2), 169-184, DOI: 10.1016/s0022-1031(03)00091-x
