This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7-11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence Development Scale. Each received the 30-week intervention program. For comparison, a matched sample of ten non-ASD children was also assessed, but received no treatment. The findings indicated that each ASD intervention group demonstrated significant gains on the WMS and significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions. Results suggest that this approach can be effective in improving core social deficits in individuals with ASD.

This study investigated Rorschach Inkblot Test response patterns in a group of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and compared them to matched samples of clinical control and normal control groups. The findings indicated that the ADHD and clinical control groups both demonstrated markedly limited coping capacities, an avoidance of affect‐laden stimuli, difficulties with self‐ and interpersonal perceptions, problems in perceiving reality accurately, and a vulnerability to depression. The ADHD group demonstrated significantly more intense feelings of isolation and discomfort, less social involvement, avoidance of decision‐making, and more dependence, while the clinical control group demonstrated a significantly higher level of psychological disorganization and thinking problems.

This study compared the performance of children designated as hyperactive learning disabled (HLD) and nonhyperactive learning disabled (NHLD) with a controlgroup of nonlearning disabled (nonLD) children. Results indicated that both HLD and NHLD children process information significantly less efficiently than nonLD children. However, HLD children can be differentiated further from NHLD children on several cognitive control variables viewed as critical to learning. The results are discussed in terms of differences in cognitive functioning between groups.