000088262 001__ 88262
000088262 005__ 20220111135613.0
000088262 0247_ $$2doi$$a10.3389/fpsyg.2019.02824
000088262 0248_ $$2sideral$$a116334
000088262 037__ $$aART-2019-116334
000088262 041__ $$aeng
000088262 100__ $$0(orcid)0000-0001-8471-9415$$aEscolano-Pérez, Elena$$uUniversidad de Zaragoza
000088262 245__ $$aImprovement of Planning Skills in Children With Autism Spectrum Disorder After an Educational Intervention: A Study From a Mixed Methods Approach
000088262 260__ $$c2019
000088262 5060_ $$aAccess copy available to the general public$$fUnrestricted
000088262 5203_ $$aThe literature confirms that individuals with autism spectrum disorder (ASD) have planning deficits. However, few interventions have targeted these deficits. The aims of this study were to: (1) show that the mixed methods approach can be useful in studying planning skills of children with ASD during and after an educational intervention; (2) assess whether the planning skills of two groups of children with ASD improved during the intervention and if this progress was maintained 1 month after completing the intervention. The groups were formed depending on each child''s severity level (SL) of ASD according to DSM-5: SL1 (requiring support) and SL2 (requiring substantial support). Each group was composed of four children. In the framework of mixed methods, we used observational methodology, which is considered as mixed methods in itself because it integrates qualitative and quantitative elements. A nomothetic/follow-up/multidimensional observational design was used. Planning skills manifested by children during the intervention were codified, as well as the scaffolding behaviors provided by the educational specialist. These skills and behaviors were also coded in one session, which took place 1 month after the intervention. Coded data of each group were submitted to prospective and retrospective lag sequential analysis. This informed of the sequential structure of planning skills performed by children in interaction with the educational specialist at the beginning and at the end of the intervention, as well as 1 month later after the intervention. The comparison of the patterns obtained in these three temporal moments allowed us to know the improvement of the two groups in the use of planning skills. Results showed that both groups improved their autonomous use of planning skills. However, SL1 group used successfully and autonomously complex planning skills, while SL2 group were unable to achieve this gain. SL2 group progressed in autonomy, but only using basic planning skills. Both groups can further improve their use of planning skills; therefore, the intervention should be adjusted to their characteristics and temporarily extended. These findings contribute to the, as yet, little studied field of intervention and assessment of planning skills in children with ASD using a mixed methods approach.
000088262 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S49-17R$$9info:eu-repo/grantAgreement/ES/MINECO/DEP2015-66069-P$$9info:eu-repo/grantAgreement/ES/MINECO/PSI2015-71947-REDT
000088262 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000088262 590__ $$a2.067$$b2019
000088262 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b45 / 138 = 0.326$$c2019$$dQ2$$eT1
000088262 592__ $$a0.914$$b2019
000088262 593__ $$aPsychology (miscellaneous)$$c2019$$dQ1
000088262 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000088262 700__ $$0(orcid)0000-0002-6190-245X$$aAcero-Ferrero, Marian$$uUniversidad de Zaragoza
000088262 700__ $$0(orcid)0000-0002-1000-596X$$aHerrero-Nivela, Mª Luisa$$uUniversidad de Zaragoza
000088262 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000088262 773__ $$g10 (2019), 2824 [18 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000088262 8564_ $$s7941071$$uhttps://zaguan.unizar.es/record/88262/files/texto_completo.pdf$$yVersión publicada
000088262 8564_ $$s28892$$uhttps://zaguan.unizar.es/record/88262/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000088262 909CO $$ooai:zaguan.unizar.es:88262$$particulos$$pdriver
000088262 951__ $$a2022-01-11-13:52:54
000088262 980__ $$aARTICLE