Examining the Moderating Role of Inclusiveness and Social Support in Promoting Social Problem-Solving among Youth with Autism Spectrum Disorder.
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| Title: | Examining the Moderating Role of Inclusiveness and Social Support in Promoting Social Problem-Solving among Youth with Autism Spectrum Disorder. |
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| Authors: | Yu-Chi Chou1 chouyuchi@gmail.com, Hye Ran Park2 yuchichou@cycu.edu.tw |
| Source: | Education & Training in Autism & Developmental Disabilities. Sep2021, Vol. 56 Issue 3, p280-292. 13p. |
| Subject Terms: | *Autism spectrum disorders, *Problem solving, *Social skills education, *Cognitive ability, *Attitudes toward disabilities, Social support, Social interaction |
| Abstract: | Beyond effectiveness of the instructional model of Navigation of Social Engagement (NOSE model; Chou, 2020) to enhance problem solving skills of students with autism spectrum disorder (ASD), this article addresses moderating factors to provide a more in-depth secondary analysis of data within this intervention. While previous findings have established the effectiveness of the instructional model, the current study further examined the differential efficacy of the intervention by analyzing the moderating factors--inclusiveness (i.e., education placement, interaction with peers, time spent with peers without identified disabilities), cognitive functioning (i.e., above-average, average, mildly impaired, and severely impaired), and social support (i.e., support from family, peers, and teachers). The analytical results of testing the model with three-way interaction terms showed that cognitive functioning and time spent with peers without disabilities were the two positive significant moderators of the intervention effect, indicating that (a) the self-directed social problem-solving model had the optimal effect when students with ASD were included with their peers, and (b) that students with mildly impaired cognitive functioning had the greatest improvement in social problem-solving compared to students with above-average, average, and severely impaired cognitive functioning. This analysis of moderating factors provided additional information on the NOSE model for promoting self-directed social problem-solving for students with ASD. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 152195579 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining the Moderating Role of Inclusiveness and Social Support in Promoting Social Problem-Solving among Youth with Autism Spectrum Disorder. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yu-Chi+Chou%22">Yu-Chi Chou</searchLink><relatesTo>1</relatesTo><i> chouyuchi@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Hye+Ran+Park%22">Hye Ran Park</searchLink><relatesTo>2</relatesTo><i> yuchichou@cycu.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+%26+Training+in+Autism+%26+Developmental+Disabilities%22">Education & Training in Autism & Developmental Disabilities</searchLink>. Sep2021, Vol. 56 Issue 3, p280-292. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+skills+education%22">Social skills education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitudes+toward+disabilities%22">Attitudes toward disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Beyond effectiveness of the instructional model of Navigation of Social Engagement (NOSE model; Chou, 2020) to enhance problem solving skills of students with autism spectrum disorder (ASD), this article addresses moderating factors to provide a more in-depth secondary analysis of data within this intervention. While previous findings have established the effectiveness of the instructional model, the current study further examined the differential efficacy of the intervention by analyzing the moderating factors--inclusiveness (i.e., education placement, interaction with peers, time spent with peers without identified disabilities), cognitive functioning (i.e., above-average, average, mildly impaired, and severely impaired), and social support (i.e., support from family, peers, and teachers). The analytical results of testing the model with three-way interaction terms showed that cognitive functioning and time spent with peers without disabilities were the two positive significant moderators of the intervention effect, indicating that (a) the self-directed social problem-solving model had the optimal effect when students with ASD were included with their peers, and (b) that students with mildly impaired cognitive functioning had the greatest improvement in social problem-solving compared to students with above-average, average, and severely impaired cognitive functioning. This analysis of moderating factors provided additional information on the NOSE model for promoting self-directed social problem-solving for students with ASD. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/215416472105600304 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 280 Subjects: – SubjectFull: Autism spectrum disorders Type: general – SubjectFull: Problem solving Type: general – SubjectFull: Social skills education Type: general – SubjectFull: Cognitive ability Type: general – SubjectFull: Attitudes toward disabilities Type: general – SubjectFull: Social support Type: general – SubjectFull: Social interaction Type: general Titles: – TitleFull: Examining the Moderating Role of Inclusiveness and Social Support in Promoting Social Problem-Solving among Youth with Autism Spectrum Disorder. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yu-Chi Chou – PersonEntity: Name: NameFull: Hye Ran Park IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 21541647 Numbering: – Type: volume Value: 56 – Type: issue Value: 3 Titles: – TitleFull: Education & Training in Autism & Developmental Disabilities Type: main |
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