people who have Autistic Spectrum Disorder are characterised by a restricted ability to develop effective language, communication and social skillls. The pathways in the brain which allow for an intuitive understanding of social-interaction and the awareness that others have thoughts, have not fully developed. This thesis has been an evaluation, using case study, into the classroom based teaching of Social-interaction skills to develop an understanding of if a Theory of Mind can be learned or acquired by High Functioning ASD teenagers, by using an intervention programme. Existing literature focussed on younger, pre-school and primary aged students and their development of social-interaction skills through play. Other literature looked at older students and play in the playground and team games, whereas this research looked at using a PSE programme designed around board games. The intervention programme was used twice weekly over a 10-12 week period and data was collected using an observation proforma. There was a clear starting point and end point, so data could be analysed to show the development of skills over the time period.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:606250 |
| Date | January 2014 |
| Creators | Noerr, J. |
| Publisher | University of the West of England, Bristol |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.uwe.ac.uk/23273/ |
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