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

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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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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
78
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
5 / 78 (6,4 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
5 / 205 (2,4 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 5 / 38 (13,2 %). Auteurices cité·es distinct·es identifié·es comme autistes : 3 / 183 (1,6 %).
Occurrences citées rattachées à la base AutiHub
38 / 205 (18,5 %)
Auteurices cité·es distinct·es rattaché·es : 26 / 183 (14,2 %)
Occurrences rattachées, non identifiées comme autistes
33 / 38 (86,8 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 33 / 205 (16,1 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 23 / 26 (88,5 %).
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