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Journal of Autism and Developmental Disorders
Gepubliceerd in:

01-05-2014 | Original Paper

Developing Mirror Self Awareness in Students with Autism Spectrum Disorder

Auteurs: Christine K. Duff, J. J. Flattery Jr.

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2014

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Abstract

A teaching methodology and curriculum was designed to develop and increase positive self-awareness in students diagnosed with autism spectrum disorders (ASD). Joint attention (JA) strategies were first utilized to directly teach students about reflected mirror images, and then subsequently, to indirectly teach students about their reflected image. Not only were Mirror Self Awareness Development (MSAD) JA activities initiated and preferred by students over non MSAD JA activities, they yielded a four step framework with which to measure increases in student self-awareness. While the focus of this study was to increase positive self-awareness in students with ASD, it may contribute to understanding the developmental stages of ‘Self’.
vorige artikel Strategies for Perceiving Facial Expressions in Adults with Autism Spectrum Disorder
volgende artikel Face and Object Discrimination in Autism, and Relationship to IQ and Age
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Metagegevens
Titel
Developing Mirror Self Awareness in Students with Autism Spectrum Disorder
Auteurs
Christine K. Duff
J. J. Flattery Jr.
Publicatiedatum
01-05-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 5/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-013-1954-0

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