Skip to main content
SpringerLink
Log in

Social Emotional Reciprocity

  • Chapter
  • First Online:
Interventions for Autism Spectrum Disorders

  • 9232 Accesses

Abstract

The purpose of this chapter is to provide an overview of strategic interventions, focusing on social-emotional reciprocity skills, which can be implemented with children with high functioning autism (HFA) and Asperger’s syndrome (AS). Authors will first describe some of the social-emotional characteristics of these children and then will outline the potential and concerning mental health and behavioral outcomes that may occur if systematic intervention is not provided. Through a discussion of emerging research in this area, authors will delineate features of effective interventions that address social-emotional reciprocity deficits in children with HFA and AS. An overview of the Strong Kids programs, Strong Kids-E, Strong Kids-M (Merrell et al. in Strong Kids-M: A social and emotional learning curriculum for students in grades, Baltimore, Brookes, pp. 3–5, 2007a and Strong Kids-M: A social and emotional learning curriculum for students in grades, Baltimore, Paul H. Brookes, pp. 3–5, 2007b), Strong Teens (Merrell et al. in Strong Teens: A social and emotional learning curriculum for students in grades, Baltimore, Brookes, pp. 9–12, 2007), Strong Start: Pre-K (Merrell et al. in Strong Start Pre-K: A social and emotional learning curriculum for student in pre-k, Baltimore, Brookes, 2009), and Strong Start: K-2 (Merrell et al. in Strong Start: A social and emotional learning curriculum for students in grades K-2, Baltimore, Brookes, 2007), one particular systematic social-emotional learning program, will be provided along with specific examples of how this curriculum may be used with this particular population. Ideas for using data to monitor the effectiveness of interventions such as Strong Kids will be shared. Finally, authors will conclude with a discussion of the challenges pertaining to this area of research and future directions specifically for social-emotional intervention research with HFA and AS.

Kenneth W. Merrell passed away at the age of 53.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.

    Google Scholar 

  • American Psychiatric Association. (2011). http://www.dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=97.

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 20, 313–327.

    Article  PubMed  Google Scholar 

  • Barnhill, G. P. (2004). Asperger syndrome: A guide for secondary school principals. Principal Leadership Magazine, 5(3).

    Google Scholar 

  • Baron-Cohen, S. (2001). Theory of mind in normal development and autism. Prisme, 34, 174–183.

    Google Scholar 

  • Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32(4), 283–298. http://www.ncbi.nlm.nih.gov/pubmed/12199133.

    Article  PubMed  Google Scholar 

  • Becker, W. C. (2001). Teaching reading and language to the disadvantaged: What we have learned from research. Journal of Direct Instruction, 1(1), 31–52.

    Google Scholar 

  • Brophy, J., & Good, T. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). New York: MacMillan.

    Google Scholar 

  • Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5(1), 12–21.

    Article  Google Scholar 

  • Coie, J. D., Miller-Jackson, S., & Bagwell, C. (2000). Prevention science. In A. J. Sameroff, M. Lewis, & S. M. Miller (Eds.), Handbook of developmental psychopathology (pp. 93–108). New York: Kluwer Academic.

    Chapter  Google Scholar 

  • Cowan, E. (1994). The enhancement of psychological wellness: Challenges and opportunities. American Journal of Community Psychology, 22(2), 149–179. doi:10.1007/BF02506861.

    Article  Google Scholar 

  • Crooke, P. J., Hendrix, R. E., & Rachman, J. Y. (2008). Brief report: Measuring the effectiveness of teaching social thinking to children with Asperger syndrome (AS) and High Functioning Autism (HFA). Journal of Autism and Developmental Disorders, 38(3), 581–591. doi: 10.1007/s10803-007-0466-1.

    Article  PubMed  Google Scholar 

  • Denham, S. A., & Weissberg, R. P. (2004). Social-emotional learning in early childhood: What we know and where to go from here. In E. Chesebrough, P. King, T. P. Gullota, & M. Bloom (Eds.), A blueprint for the promotion of prosocial behavior in early childhood (pp. 13–50). New York: Kluwer Academic.

    Google Scholar 

  • Doll, B., Zucker, S., & Brehm, K. (2004). Resilient classrooms: Creating healthy environments for learning. New York: Guilford.

    Google Scholar 

  • Downs, A., & Smith, T. (2004). Emotional understanding, cooperation, and social behavior in high-functioning children with autism. Journal of Autism and Developmental Disorders, 34(6), 625–635. http://www.ncbi.nlm.nih.gov/pubmed/15679183.

    Article  PubMed  Google Scholar 

  • Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32(3), 303–319.

    Google Scholar 

  • Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73(3), 288–310.

    Google Scholar 

  • Greenberg, M. T., Weissberg, R. P., Utne O’Brien, M. T., Zins, J. E., Fredericks, L., & Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.

    Article  PubMed  Google Scholar 

  • Gresham, F. M. (2002). Teaching social skills to high-risk children and youth: Preventive and remedial strategies. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 403–432). Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Gresham, F. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28(4), 328–344.

    Google Scholar 

  • Grossman, J. B., Klin, A., Carter, A. S., & Volkmar, F. R. (2000). Verbal bias in recognition of facial emotions in children with Asperger syndrome. Journal of Child Psychology and Psychiatry, 41(3), 369–379.

    Article  PubMed  Google Scholar 

  • Gueldner, B. A., & Merrell, K. W. (2007). Interventions for students with internalizing behavioral deficits. In M. A. Bray & T. J. Kehle (Eds.), The Oxford handbook of school psychology. New York: Oxford University Press.

    Google Scholar 

  • Harlacher, J., & Merrell, K. W. (2010). Social emotional learning as a universal level of support: Evaluating the follow up effect of Strong Kids on social and emotional outcomes. Journal of Applied School Psychology, 26(3), 212–229.

    Article  Google Scholar 

  • Hemmeter, M., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35(4), 583–601.

    Google Scholar 

  • Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support: An alternative approach to discipline in schools. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behavior: Designing positive behavior plans (pp. 359–390). New York: Guilford.

    Google Scholar 

  • Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 65–76.

    Article  Google Scholar 

  • Kame’enui, E. J., & Simmons, D. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Upper Saddle River: Merrill.

    Google Scholar 

  • Krasny, L., Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics of North America, 12, 107–122.

    Article  PubMed  Google Scholar 

  • Linn, A., & Myles, B. S. (2004). Asperger syndrome and six strategies for success. Beyond Behavior, 14(1), 7. (Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612–276-0142; Web site: http://www.ccbd.net/beyondbehavior/index.cfm?categoryID=D646D293-C09F-1. Retrieved April 15, 2011, from http://eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ854586).

    Google Scholar 

  • Merrell, K. W. (2010). Linking prevention science and social-emotional learning: The Oregon Resiliency Project. Psychology in the Schools, 47(1), 55–70. doi:10.1002/pits20451.

    Google Scholar 

  • Merrell, K. W., & Buchanan, R. (2006). Intervention selection in school-based practice: Using public health models to enhance systems capacity in schools. School Psychology Review, 35(2), 167–180.

    Google Scholar 

  • Merrell, K. W., Carrizales, D. C., Feuerborn, L., Gueldner, B. A., & Tran, O. K. (2007a). Strong Kids-E: A social and emotional learning curriculum for students in grades (pp. 3–5). Baltimore: Brookes.

    Google Scholar 

  • Merrell, K. W., Carrizales, D. C., Feuerborn, L., Gueldner, B. A., & Tran, O. K. (2007b). Strong Kids-M: A social and emotional learning curriculum for students in grades (pp. 6–8). Baltimore: Brookes.

    Google Scholar 

  • Merrell, K. W., Carrizales, D. C., Feuerborn, L., Gueldner, B. A., & Tran, O. K. (2007c). Strong Teens: A social and emotional learning curriculum for students in grades (pp. 9–12). Baltimore: Brookes.

    Google Scholar 

  • Merrell, K. W., Parisi, D. M., & Whitcomb, S. G. (2007). Strong Start: A social and emotional learning curriculum for students in grades K-2. Baltimore: Brookes.

    Google Scholar 

  • Merrell, K. W., Whitcomb, S. A., & Parisi, D. M. (2009). Strong Start Pre-K: A social and emotional learning curriculum for student in pre-k. Baltimore: Brookes.

    Google Scholar 

  • Nelson, J. R., Hurley, K. D., Epstein, M. H. Stage, S., & Buckley, J. (2009). The child outcomes of a behavior model. Exceptional Children, 76(1), 7–30.

    Google Scholar 

  • Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten through eighth-grade students: Findings from three scientific reviews. Chicago: Collaborative for Academic, Social, and Emotional Learning.

    Google Scholar 

  • Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353–361. doi: 10.1007/s10803-007-0402-4.

    Article  PubMed  Google Scholar 

  • Sansosti, F. J., & Powell-Smith, K. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162–178. doi:10.1177/1098300708316259.

    Article  Google Scholar 

  • Solomon, M., Miller, M., Taylor, S. L., Hinshaw, S. P., & Carter, C. S. (2011). Autism symptoms and internalizing psychopathology in girls and boys with autism spectrum disorders. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-011-1215-z.

    Google Scholar 

  • Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., et al. (2010). Social competence intervention for youth with Asperger Syndrome and High-functioning Autism: An initial investigation. Journal of Autism and Developmental Disorders, 40(9), 1067–1079. doi: 10.1007/s10803-010-0959-1.

    Article  PubMed  Google Scholar 

  • Sze, K. M., & Wood, J. J. (2007). Cognitive behavioral treatment of comorbid anxiety disorders and social difficulties in children with high-functioning autism: A case report. Journal of Contemporary Psychotherapy, 37(3), 133–143. doi:10.1007/s10879-007-9048-y.

    Article  Google Scholar 

  • Wallace, G. L., Case, L. K., Harms, M. B., Silvers, J. A., Kenworthy, L., & Martin, A. (2011). Diminished sensitivity to sad facial expressions in high functioning autism spectrum disorders is associated with symptomatology and adaptive functioning. Journal of Autism and Developmental Disorders, 41(11), 1475–1486. doi: 10.1007/s10803-010-1170-0.

    Article  PubMed  Google Scholar 

  • Watkins, C. L., & Slocum, T. A. (2004). The components of direct instruction. Journal of Direct Instruction, 3(2), 75–110.

    Google Scholar 

  • White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868. doi:10.1007/s10803-006-0320-x.

    Article  Google Scholar 

  • Wilczynski, S. M. (2009). The National Autism Center’s National Standards Project: Findings and conclusions. Randolph: National Autism Center.

    Google Scholar 

  • Winner, M. G., Crooke, P., & Madrigal, S. (2011). Social communication learning styles as a guide to treatment and prognosis: The Social Thinking-Social Communication Profile™* A Practice-Informed Theory.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Massachusetts, Amherst, 360 Hills South, UMASS, 111 Thatcher Rd., 01003-9361, Amherst, MA, USA

    Sara Whitcomb Ph.D.

  2. Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Avenue, 45229, Cincinnati, OH, USA

    Verity L. Rodrigues Ph.D.

  3. University of Massachusetts, Amherst, 360 Hills South, UMASS, 111 Thatcher Rd., 01003-9361, Amherst, MA, USA

    Kenneth W. Merrell

Authors
  1. Sara Whitcomb Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Verity L. Rodrigues Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kenneth W. Merrell
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Verity L. Rodrigues Ph.D. .

Editor information

Editors and Affiliations

  1. Neurology, Learning and Behavior Center, South 500 East, Suite 100 230, Salt Lake City, 84102, Utah, USA

    Sam Goldstein

  2. University of Virginia, White Post Road 6622, Centreville, 20121, Virginia, USA

    Jack A Naglieri

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media New York

About this chapter

Cite this chapter

Whitcomb, S., Rodrigues, V., Merrell, K. (2013). Social Emotional Reciprocity. In: Goldstein, S., Naglieri, J. (eds) Interventions for Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5301-7_11

Download citation

Publish with us

Policies and ethics

Search

Navigation