Illustration d’une approche fondée sur le soutien en faveur de l’amitié avec des élèves autistes

Titre original en anglais : Illustrating a Supports-Based Approach Toward Friendship With Autistic Students

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Vidal, V., Robertson, S., & DeThorne, L. S. (2018). Illustrating a Supports-Based Approach Toward Friendship With Autistic Students. American Journal of Speech-Language Pathology, 27(2), 592-601. https://doi.org/10.1044/2018_ajslp-17-0075

Date de publication: 06/04/2018 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Verónica Vidal
  2. Scott Robertson *
  3. Laura S. DeThorne

Résumé

Objectif : Le présent article à visée clinique décrit et illustre 3 éléments clés d’une approche fondée sur le soutien visant à renforcer l’amitié avec des élèves autistes. Méthode : Par comparaison avec l’approche prédominante fondée sur les compétences, nous mettons en évidence 3 éléments clés d’une approche fondée sur le soutien de l’interaction sociale chez les enfants et les jeunes autistes. Nous fournissons ensuite des détails descriptifs sur le programme de musique fondé sur des activités, à titre d’exemple illustratif d’un programme qui a intégré les 3 éléments d’une approche fondée sur le soutien. Plus précisément, nous avons conçu un programme de musique fondé sur des activités afin d’améliorer l’interaction sociale entre un élève autiste âgé de 7 ans et 4 de ses pairs non autistes. Résultats : Nous nous sommes concentrés sur 3 éléments clés d’une approche fondée sur le soutien pour améliorer l’interaction entre pairs : (a) mettre l’accent sur la participation à une activité partagée, (b) encourager l’utilisation flexible de multiples ressources communicatives et (c) soutenir une interaction égalitaire. Conclusion : Une approche fondée sur le soutien constitue une alternative théoriquement distincte et viable à une approche fondée sur les compétences dans la conception de soutiens sociaux pour les élèves autistes et leurs pairs.

Purpose: The present clinical focus article describes and illustrates 3 key elements of a supports-based approach to enhancing friendship with autistic students. Method: In comparison to the predominant skills-based approach, we highlight 3 key elements of a supports-based approach to social interaction for autistic children and youth. We then offer descriptive details of the activity-based music program as an illustrative example of a program that integrated all 3 elements of a supports-based approach. Specifically, we designed an activity-based music program to enhance social interaction among a 7-year-old autistic student and 4 of his nonautistic peers. Results: We focused on 3 key elements of a supports-based approach for enhancing peer interaction: (a) focusing on participation in a shared activity, (b) encouraging flexible use of multiple communicative resources, and (c) supporting egalitarian interaction. Conclusion: A supports-based approach presents a theoretically distinct and viable alternative to a skills-based approach in the design of social supports for autistic students and their peers.

Bibliographie citée par cette référence

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Références citées
78
Avec un DOI
61
Sans DOI, à partir du texte brut de la bibliographie
17
5 / 78 (6,4 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
0 / 78 (0,0 %)
Références avec noms d’auteurices détectés
78 / 78 (100,0 %)
Sans nom d’auteurice détecté
0
Sans titre structuré
0
Sans identifiant stable
13
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
0
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Noms d’auteurices détectés dans la bibliographie citée
201
À partir du DOI ou de métadonnées externes
201
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
0
48 / 201 (23,9 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 153 / 201 (76,1 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
5 / 201 (2,5 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 5 / 48 (10,4 %). Personnes distinctes identifiées comme autistes : 3 / 179 (1,7 %).
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