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| Examining Social Skills Training with Autism and Asperger Syndrome |
| Monday, May 28, 2007 |
| 9:00 AM–9:50 AM |
| Elizabeth F |
| Area: AUT |
| Chair: Debra A. Leach (Florida Atlantic University) |
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| Enhancing Social Reciprocity of Children with Autism within Everyday Routines and Activities. |
| Domain: Applied Research |
| DEBRA A. LEACH (Florida Atlantic University) |
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| Abstract: A multiple baseline study related to enhancing the social reciprocity of children with autism within everyday routines and activities will be presented. The study entails parent training focused on the importance of intervention within naturally occurring routines and acitivities, the significance social reciprocity has on the development of children, and on six strategies to promote social reciprocity. The parents then receive weekly coaching conferences utilizing a video stimulated recall protocol. Results have shown significant increases in social reciprocity between the parents and children when parents implement intervention within everyday routines and activities. The coaching/conferences component was shown to have the most impact as opposed to simply providing parent training. |
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| School-Based Social Intervention for Students with Asperger's Syndrome: A Collaborative System-Wide Approach. |
| Domain: Applied Research |
| KIMBERLY DEAN (Arcadia University) |
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| Abstract: Improvement of social awareness and pro-social skills are key goals for students with Asperger’s Syndrome and High-Functioning Autism. While these students are served across a variety of settings from full inclusion to center based education programs, the goal improving inter-personal competence is universal. The effects of a system-wide approach to addressing these goals in the context of a collaborative consultation model are presented. Including school administration in the development of programming resulted in grade- or school-wide social skills programming in a manner that greatly impacted generalization of skills for targeted students. This systems level consultation also created a collaborative milieu which contributed to the ability of relevant team-members to consult in meaningful ways. Through several case examples, this presentation will introduce strategies which have been effectively employed in improving social skills across settings through collaborative efforts of the school-based team, the community behavioral health workers, the students and their families. Collaborative efforts described include: co-facilitation (Therapist, Teacher, Behavior Specialist) of classroom “friendship groups” with all students in the setting, brief weekly team meetings, intermittent child focused meetings with the student, teacher, behavior specialist, and group facilitator, modeling and training in “coaching” social skills for family members and other related providers. |
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