Swipe om te navigeren naar een ander artikel
This paper reviews the literature examining social skills training (SST) programs for youth with AS/HFA, with an emphasis on critically evaluating efficacy and highlighting areas of future research. The review highlights the disparity between SST programs described in the extant literature, including lack of a universal definition of social skills, various levels of intensity and duration of treatment, divergent theoretical backgrounds, and variety in services provided in clinic or classroom settings. Overall, it is clear that, despite their widespread clinical use, empirical support for SST programs for children with AS/HFA is minimal at this time. Based on this critical review, a “roadmap” for future research, consistent with recommendations put forth by a leading group of autism researchers, is presented.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Aman, M. G., Singh, N. N., Stewart, A. W., & Field, C. J. (1985). The aberrant behavior checklist: A behavior rating scale for assessment of treatment effects. Journal of Mental Deficiency, 89, 485–491.
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders, text revision (DSM-IV-TR). Washington, DC: Author.
Ashler, S. R., & Wheeler, V. A. (1985). Children’s loneliness: A comparison of rejected and neglected peer status. Journal of Consulting and Clinical Psychology, 53, 500–505. CrossRef
*Barnhill, G. P., Cook, K. T., Tebbenkamp, K., & Myles, B. S. (2002). The effectiveness of social skills intervention targeting nonverbal communication for adolescents with asperger syndrome and related pervasive developmental delays. Focus on Autism and Other Developmental Disabilities, 17(2), 112–118.
*Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S.D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(6), 685–701.
*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.
Beidel, D. C., & Turner, S. M. (2005). Childhood anxiety disorders. NY, New York: Routledge Taylor & Francis Group.
Church, C., Alisanski, S., & Amanullah, S. (2000). The social, behavioral, and academic experiences of children with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15(1), 12–20. CrossRef
Constantino, J. N., Przybeck, T., Friesen, D., & Todd, R. D. (2000). Reciprocal social behavior in children with and without pervasive developmental disorders. Journal of Developmental & Behavioral Pediatrics, 21, 2–11. CrossRef
Crager, D. E., & Harvath, L. S., (2003). The application of social skills training in the treatment of Asperger’s disorder. Clinical Case Studies, 2(1), 34–49. CrossRef
DiSalvo, D. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17(4), 198–208.
Elliott, S. N., & Gresham, F. M. (1987). Children’s social skills: assessment and classification practices. Journal of Counseling and Development, 66, 96–99.
Fombonne, E. (2005). Epidemiology of autistic disorder and other pervasive developmental disorders. Journal of Clinical Psychiatry, 66, 3–8. PubMed
Gresham, F. M. (1986). Conceptual and definitional issues in the assessment of children’s social skills: Implications for classification and training. Journal of Clinical Child Psychology, 15(1), 3–15. CrossRef
Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.
Gutstein, S. E., & Whitney, T. (2002). Asperger syndrome and the development of social competence. Focus on Autism and Other Developmental Disabilities, 17(3), 161–171.
Harter, S. (1985). Social support scale for children. Denver, CO: University of Denver.
Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44(2), 120–126. CrossRef
*Kamps, D., Leonard, B., Vernon, S., Dugan, E., Delquadri, J., Gershon, B., Wade, L., & Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25, 281–288.
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 in North America, 12(1), 107–122. CrossRef
*Marriage, K. J., Gordon, V., & Brand, L. (1995). A social skills group for boys with Asperger’s. Australian and New Zealand Journal of Psychiatry, 29, 58–62.
*Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25(4), 415–433.
*Sansosti, F. J., & Powell-Smith, K. A. (2006a). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43–57.
Sansosti, F. J., & Powell-Smith, K. A. (2006). High-functioning autism and Asperger’s syndrome. In G. G. Bear, & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention, (pp. 949–963). Washington DC: National Association of School Psychologists.
Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., & Odom, S., Rogers, S., & Wagner, A. (in press). Designing research studies on psychosocial interventions in autism. Journal of Autism and Developmental Disorders.
*Soloman, M., Goodlin-Jones, B. L., & Anders, T. F. (2004). A social adjustment enhancement intervention for high functioning autism, Asperger’s syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders, 34(6), 649–668.
*Tse, T., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (in press). Social skills training for adolescents with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders.
Venter, A., Lord, C., & Schopler, E. (1992). A follow-up study of high-functioning autistic children. Journal of Child Psychology & Psychiatry & Allied Disciplines, 33(3), 489–507. CrossRef
*Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, P. (2004). Effects of social skill instruction for high-functioning adolescents with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 19(1), 53–62.
White, S. W., Keonig, K., & Scahill, L. (in press). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders.
*Studies included in the review.
- Social Skills Interventions for Children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations
Patricia A. Rao
Deborah C. Beidel
Michael J. Murray
- Springer US