The Power Card Strategy: Strength-Based Intervention Against Bullying for Children with Autism Spectrum Disorder.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Journal of Autism and Developmental Disorders Pub Date : 2024-12-01 Epub Date: 2023-11-14 DOI:10.1007/s10803-023-06161-w
Hatice Ulu Aydin, Ilknur Cifci Tekinarslan, Yesim Gulec Aslan
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Abstract

The pattern of behaviors and abilities that reflect the core characteristics of students with autism spectrum disorder (ASD) and an environment that lacks the ability to understand individuals with ASD can make these students targets of bullying. Bullying is a serious problem for students with ASD, and practices against it are important in terms of improving students' coping strategies and overall well-being. In this study, we used a multiple probe model with an interprobe phase across participants to evaluate the effectiveness of the power card strategy to teach three students with ASD to respond to bullying. At baseline, the students gave few appropriate responses based on coping strategies for bullying after listening to stories about bullying. During the application of the power cards, the students read scenarios and power cards created for their favorite heroes or special interests, which included coping strategies for three different bullying situations (exclusion, being pushed, and being tickled). Then, they watched animations prepared for these bullying situations and were asked to answer questions about strategies to deal with bullying. The findings showed that all three students learned targeted strategies for coping with bullying in the context of the sessions using power cards. The students were able to generalize to different bullying situations (teasing, damaging one's belongings, being ignored) while retaining their strategies for coping with bullying in the context of the sessions held after the teaching was completed. The social validity findings of the power card strategy showed that one out of three students exhibited coping strategies for bullying in the school environment. The findings of the present study are discussed in the context of bullying and ASD, limitations, and recommendations.

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权力卡策略:以力量为基础的自闭症谱系障碍儿童欺凌干预。
反映自闭症谱系障碍(ASD)学生核心特征的行为和能力模式,以及缺乏理解ASD个体能力的环境,可能使这些学生成为欺凌的目标。欺凌对自闭症学生来说是一个严重的问题,就提高学生的应对策略和整体幸福感而言,反对欺凌的做法很重要。在本研究中,我们使用了一个多探针模型,在参与者之间进行了一个探针间阶段,以评估权力卡策略对三名ASD学生的欺凌反应的有效性。在基线上,学生在听了欺凌故事后,很少给出基于欺凌应对策略的适当反应。在使用权力卡的过程中,学生们阅读了为他们最喜欢的英雄或特殊兴趣创造的场景和权力卡,其中包括三种不同的欺凌情况(排斥、被推和被挠)的应对策略。然后,他们观看了为这些欺凌情境准备的动画,并被要求回答有关应对欺凌策略的问题。研究结果表明,这三名学生在使用权力卡的课程中都学会了有针对性的应对欺凌的策略。学生们能够归纳出不同的欺凌情境(被戏弄、损坏自己的财物、被忽视),同时在教学结束后的课程中保留他们应对欺凌的策略。权力卡策略的社会效度结果显示,三分之一的学生在学校环境中表现出应对欺凌的策略。本研究的结果是在欺凌和自闭症的背景下讨论的,局限性和建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
期刊最新文献
Correction: The Knowledge of Autism Questionnaire-UK: Development and Initial Psychometric Evaluation. Correction: Analyzing Community-Based Support Requests Made by Black Families Raising Autistic Children. Brief Report: Differential Persistence of Primary Reflexes for Children with Autism Spectrum Disorder: A Systematic Replication. Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction. Increasing Vocabulary and Listening Comprehension During Adapted Shared Reading: An Intervention for Preschoolers with Autism Spectrum Disorder.
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