![]() ![]() ![]() “Sometimes I want to play by myself:” understanding what friendship means to children with autism in mainstream primary schools. Focus on Autism and Other Developmental Disabilities, 22, 100–106.Ĭalder, L., Hill, V., & Pellicano, E. ![]() Using a self-as-model video combined with social stories to help a child with Asperger Syndrome understand emotions. Remedial and Special Education, 28, 153–162.īernad-Ripoll, S. A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Child and Adolescent Psychiatric Clinics of North America, 17, 857–873.īellini, S., Peters, J. Social skills training for youth with autism spectrum disorders. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 1211–1229.īellini, S., & Akullian, J. Friendship in high-functioning children with autism spectrum disorder: mixed and non-mixed dyads. Journal of Autism and Developmental Disorders, 33, 489–508.īauminger, N., Solomon, M., Aviezer, A., Heung, K., Brown, J., & Rogers, S. Peer interaction and loneliness in high-functioning children with autism. Journal of Intellectual and Developmental Disability, 41, 115–124.īauminger, N., Shulman, C., & Agam, G. Teaching social behaviour to individuals diagnosed with autism spectrum disorder using the cool versus not cool procedure in a small group instructional format. B., Leaf, R., Taubman, M., McEachin, J., & Tsuji, K. Strategies for improving the social integration of children with Asperger syndrome. American Psychiatric Association.Īttwood, T. Diagnostic and statistical manual of mental disorders (5th ed.). Intervention in School and Clinic, 42, 271–279.Īmerican Psychiatric Association. Evaluating the college transition needs of individuals with high-functioning autism spectrum disorders. Researchers and practitioners are encouraged to consider these strategies as frontline intervention options when designing future research or service delivery programs for youth with ASD.Īdreon, D., & Durocher, J. Recent literature in SST is generally well-designed and scientifically rigorous. Video modeling represented the most frequently researched intervention between 19, with didactic instruction and the provision of rules representing the least frequently studied procedure. A total of 12 intervention categories were identified. ResultsĪ total of 201 articles were identified for inclusion and coded according to intervention type, participant age, outcomes assessed, and adherence to single case design standards. Inclusion criteria included use of a single case research design, participants between 3 and 17 years of age, inclusion of a dependent variable that targeted a discrete social skill, and data collection and are presented on the targeted discrete social skill. Social skills teaching intervention studies published between 19 were reviewed. Given the myriad of strategies that may be utilized within SST, a systematic review was conducted to identify the state of research with respect to SST. Social skills teaching (SST) is a commonly implemented intervention strategy with individuals with autism spectrum disorder (ASD). ![]()
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