Promoting social skill use and generalization in children with autism spectrum disorder

Radley, Keith C.; O’Handley, Roderick D.; Ness, Emily J.; Ford, William B.; Battaglia, Allison A.; McHugh, Melissa B.; McLemore, Chandler

doi:10.1016/j.rasd.2014.03.012

Cited by 35 publications

(39 citation statements)

References 21 publications

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“…In an additional evaluation of the program when used within a clinic setting, Radley, O'Handley, et al (2014) assessed the effect of the intervention on accurate demonstration of target social skills. Utilizing a multiple baseline across skills design, the authors trained three participants with ASD in four target social skills.…”

Section: Research-article2015mentioning

confidence: 99%

School-Based Social Skills Training for Children With Autism Spectrum Disorder

Radley

McHugh

Taber

et al. 2015

Focus Autism Other Dev Disabl

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The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed.

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Section: Research-article2015mentioning

confidence: 99%

School-Based Social Skills Training for Children With Autism Spectrum Disorder

Radley

McHugh

Taber

et al. 2015

Focus Autism Other Dev Disabl

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“…Specifically, ASD diagnostic impairments involve difficulty in knowing how to relate to others in pro-social ways and understanding how their behaviors impact others [3]. This population also has a tendency to be over- or under-responsive to environmental stimulation and have difficulty generalizing skills learned in one setting to apply in another [4,5,6]. The nature of these unique diagnostic characteristics can jeopardize interactions between children with ASD and a pet living in the family home, which has been reported as a caregiver concern in this population [7,8].…”

Section: Introductionmentioning

confidence: 99%

Therapeutic Horseback Riding Crossover Effects of Attachment Behaviors with Family Pets in a Sample of Children with Autism Spectrum Disorder

Petty

Pan

Dechant

et al. 2017

IJERPH

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The unique needs of individuals with autism spectrum disorder (ASD) have implications for animal welfare. This nested pilot study examined the effects of a randomized trial of 10-week therapeutic horseback riding (THR) intervention versus a no-horse barn activity (BA) control group on children’s behaviors with family pets. Sixty-seven (THR n = 31; BA n = 36) participants with ASD (ages 6–16 years) with one or more family pet, were enrolled from a larger trial (n = 116) following their randomization to intervention groups, stratified by nonverbal intellectual ability. A consistent caregiver completed questionnaires about participants’ interactions with their household pets pre- and post-intervention. Caregivers of THR group participants reported significant improvements in participants’ caring actions with the family pet compared with the BA group (p = 0.013; effect size = 0.74). Engaging with horses during a standard THR intervention protocol may generalize to improving caring actions toward family pets in children and adolescents with ASD.

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“…Although the Superheroes Social Skills program has been primarily utilized to address social deficits of children with ASD (e.g., Radley, O'Handley et al, 2014), results of the current study may be interpreted as preliminary evidence of the intervention for reducing disruptive and aggressive behaviors of students with high-incidence disabilities. Hood (2012) utilized the curriculum to address aggression of students with high-incidence disabilities, finding participation in the social skills intervention to result in a reduction in aggressive behaviors.…”

Section: Discussionmentioning

confidence: 93%

“…Although researchers have found the program to be effective in promoting social engagements and correct demonstration of target skills of children with autism spectrum disorders (ASD) (e.g., Block, Radley, Jenson, Clark, & O'Neill, 2015;Radley, Jenson, Clark, & O'Neill, 2014;Radley, O'Handley et al, 2014), researchers have yet to thoroughly evaluate the utility of the Superheroes Social Skills curriculum in addressing social and behavioral concerns of other populations, such as children with high-incidence disabilities who demonstrate high levels of aggressive and disruptive behavioral problems and social deficits. Hood (2012), the only researcher to evaluate the effect of the program with a non-ASD population, utilized a replicated AB design to investigate the effects of the Superheroes Social Skills program on social interaction and aggressive behaviors of children with high-incidence disabilities.…”

mentioning

confidence: 99%

Utilization of Superheroes Social Skills to Reduce Disruptive and Aggressive Behavior

O’Handley

Radley

Cavell

2015

Preventing School Failure: Alternative Education for Children a

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The current pilot study investigated the effectiveness of the Superheroes Social Skills program in decreasing disruptive and aggressive behavior of elementary-age students with high-incidence disabilities. Six students in a self-contained classroom, identified as displaying high rates of disruptive and aggressive behavior toward peers, were included in the study. Social skills training was presented over 10 lessons that targeted instructional control and turn taking skills. Results indicate immediate improvements in disruptive and aggressive behavior. Additionally, follow-up observations revealed maintenance of intervention effects. Sociometric data were collected, with all participants increasing in social network salience. Although use of an ABC design resulted in limited experimental control, preliminary results indicate that the Superheroes Social Skills program may be useful for addressing disruptive and aggressive behaviors.

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Promoting social skill use and generalization in children with autism spectrum disorder

Cited by 35 publications

References 21 publications

School-Based Social Skills Training for Children With Autism Spectrum Disorder

School-Based Social Skills Training for Children With Autism Spectrum Disorder

Therapeutic Horseback Riding Crossover Effects of Attachment Behaviors with Family Pets in a Sample of Children with Autism Spectrum Disorder

Utilization of Superheroes Social Skills to Reduce Disruptive and Aggressive Behavior

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