Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities

Hughes, Carolyn; Bernstein, Rebekah; Kaplan, Lauren M.; Reilly, Caitlin; Brigham, Nicolette Bainbridge; Cosgriff, Joseph C.; Boykin, Michaela P.

doi:10.1177/1088357613487019

Cited by 36 publications

(36 citation statements)

References 23 publications

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“…Peer interaction training provides a more targeted approach for equipping particular peers with specific conversational strategies that are beneficial when working and interacting with a student with ASD with communication difficulties Hughes et al, 2013). By strengthening the capacity of peers to be effective conversational partners, interactions involving students with ASD may be more likely to be initiated, reinforced, and maintained.…”

Section: Intervention Approaches Focused On Peersmentioning

confidence: 99%

Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

Carter

Common

Sreckovic

et al. 2013

Remedial and Special Education

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The interactions and relationships students have with their classmates, teachers, administrators, and other staff throughout the school year offer a primary avenue through which students learn the array of academic, social, vocational, self-determination, and other functional skills that can contribute to their short-and long-term success. Moreover, the extent to which students develop satisfying relationships within and beyond the classroom can affect their sense of belonging, acceptance among peers, satisfaction with school, and overall well-being (Wentzel, Donlan, & Morrison, 2012). Research consistently affirms the powerful impact the presence-or absence-of relationships can have on the lives of children and youth (Rubin, Bukowski, & Laursen, 2009). It is of little surprise that equipping students with the skills, knowledge, and opportunities that enable them to be socially successful is considered a key component of comprehensive secondary schooling (Carter & Draper, 2010).Participating meaningfully in the array of social interactions and relationships occurring within a school community is also important for adolescents with autism spectrum disorder (ASD). Although social challenges are a defining feature of this particular disability category (American Psychiatric Association [APA], 2013), the presence of autism in no way diminishes the contributions strong social-related skills, connections, and supports can make to success in school and beyond. Put simply, relationships really do matter for all adolescents. Recognizing the importance of this dimension of students' lives, researchers and practitioners have focused considerable attention on determining how best to provide instruction, supports, and opportunities that enhance the social competence and connections of students with ASD (

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Section: Intervention Approaches Focused On Peersmentioning

confidence: 99%

Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

Carter

Common

Sreckovic

et al. 2013

Remedial and Special Education

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“…These measures were all drawn from prior research on social-focused interventions (cf. Carter, Sisco, Chung, & Stanton-Chapman, 2010;Hughes, Kaplan, et al, 2013).…”

Section: Methodsmentioning

confidence: 99%

“…Absent intentional efforts to foster social connections, sustained interactions among students with and without ASD are unlikely to take place within many high schools. Although the evidence base on interventions aimed at promoting social connec tions within preschool and elementary settings is quite deep, far fewer studies have focused specifically on the social interactions of high school students with ASD (see reviews by Carter, Sisco, & Chung, 2012;Hughes, Kaplan, et al, 2013;Reichow & Volkmar, 2010). Yet the social-related challenges that define the ASD diagnosis do not diminish with age.…”

mentioning

confidence: 99%

Effects of Peer Networks on the Social Interactions of High School Students With Autism Spectrum Disorders

Gardner

Carter

Gustafson

et al. 2014

Research and Practice for Persons with Severe Disabilities

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Research and Practice fo r Persons w ith Severe Disabilities 2014, Vol. 39(2) 100-118 © The A u th o r(s ) 2 0 14 Reprints and permissions: sagepub.com/journalsPermissions.nav D O I: 10 .117 7 /15 40 7 9 69 14544550 rpsd.sagepub.com DSAGE K a r e n F. G a r d n e r 1, E r ik W . C a r t e r 1, Je n n y R. G u s ta fs o n 1, Ju lia M . H o c h m a n 1, M ic h e lle N . H a r v e y 1, T e a g a n S. M u llin s ', a n d H a n n a h F a n 1 A b s t r a c t Supporting social interactions and positive peer relationships is an im p o rta n t elem ent o f comprehensive secondary education and transition programming. For many adolescents w ith autism spectrum disorders (ASDs), such social connections may be fairly lim ited apart fro m intentional programming. W e examined the efficacy and social validity o f peer n e tw o rk interventions as an avenue fo r pro m o ting social interactions and social skills fo r tw o high school students w ith ASD. The in tro d u ctio n o f peer netw orks was accompanied by substantial increases in peer interactions fo r both students. A d u lt facilitators, peer partners, and students w ith ASD each considered the intervention to be acceptable and feasible to implement. W e offer recom m endations fo r designing social-focused interventions fo r adolescents w ith ASD and highlight fu tu re research directions.

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“…Some of these have focused on interventions designed to address specific aspects of ASD, for instance to increase social interaction (Hughes et al, 2012) or increase adaptive behaviour (Palmer et al, 2012); whilst other reviews have focused on interventions such as technology which may be used to address more than one aspect of ASD (such as organisational skills or social understanding). In addition to these, several reviews have evaluated the quality of the ASD evidence base as a whole (National Autism Center, 2009;Odom et al, 2010 andOdom et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Educational interventions for children with ASD: A systematic literature review 2008–2013

Bond

Symes

Hebron

et al. 2016

School Psychology International

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Systematic literature reviews can play a key role in underpinning evidence-based practice. To date, large-scale reviews of interventions for individuals with Autism Spectrum Disorder (ASD) have focused primarily on research quality. To assist practitioners, the current review adopted a broader framework which allowed for greater consideration of educational utility.Between July and August 2013, 20 databases were searched, alongside web searches and hand searches, to identify ASD intervention studies published between 2008 and 2013. This search yielded 6,232 articles and the subsequent screening and evaluation process identified 85 best evidence studies. Studies were grouped into categories and individual interventions were assessed and classified as providing most; moderate; some or a small amount of evidence. Interventions with most evidence tended to focus on younger children and core difficulties associated with ASD. Emerging trends, such as increasing evidence for technology-based interventions and peer-mediated interventions, were identified. An encouraging finding for practitioners is that in 59% or the studies, interventions were undertaken with or by school staff. Implications for school psychology practice as well as factors to consider when selecting educational interventions are discussed.

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Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities

Cited by 36 publications

References 23 publications

Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

Effects of Peer Networks on the Social Interactions of High School Students With Autism Spectrum Disorders

Educational interventions for children with ASD: A systematic literature review 2008–2013

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