The Need for Longitudinal, Intensive Social Skill Intervention

Strain, Phillip S.; Hoyson, Marilyn

doi:10.1177/027112140002000207

Cited by 114 publications

(50 citation statements)

References 15 publications

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“…Third, research has indicated the vital importance of early experiences in shaping language (Chandler, Christie, Newson, & Prevezer;Goldstein, 2002;Kaiser & Gray, 1993), social skills Mundy & Crowson, 1997;Strain & Hoyson, 2000), and brain development (Bristol et aI., 1996;Fischer & Rose, 1994).…”

Section: Introductionmentioning

confidence: 99%

The Teacch Approach to Autism Spectrum Disorders

2004

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Section: Introductionmentioning

confidence: 99%

The Teacch Approach to Autism Spectrum Disorders

2004

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“…The classification not recommended was used for interventions and treatments that were judged to lack effectiveness and that had the potential to be harmful. Applied behavior analysis (Sturmey, 2008), discrete trial training (deBoer, 2007), pivotal response training (Koegel, Carter & Koegel, 2003), and Learning Experiences: An Alternative Programfor Preschoolers and Parents (LEAP; Strain & Hoyson, 2000) were evaluated as scientifically based practices.…”

Section: Identifying Effective Practices For Children and Youth With Asdmentioning

confidence: 99%

Children and Youth with Autism Spectrum Disorders: The Search for Effective Methods

Simpson¹

2017

focusXchild

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The current attention to children and youth with autism spectrum disorders (ASD) is no less than astonishing. Media coverage of ASD clearly illustrates that the increasing and interminably enigmatic conditions of autism and ASD hold strong interest for the general public in addition to the professional community. Television specials, newspaper articles, and magazine feature stories on autism are widespread (see, for example, Newsweek, March 24, 2008; Time, May 15, 2006). That the fashion-and celebrity-focused magazine Town and Country chose to publish an article on autism (Guernsey, 2006), including prevalence data, diagnostic markers, etiology debates, and information on treatment choices, speaks volumes about the extent to which matters related to ASD have captured public interest.Multiple explanations have been set forth to explain the intense interest in issues and themes connected with ASD. Among these reasons is the increased prevalence of autismrelated disabilities. The Centers for Disease Control and Prevention (2008) has estimated that approximately 1 in 150 children will fall somewhere on the autism spectrum. That prevalence estimate is a dramatic increase over the 4 to 5 per 10,000 estimate of a decade ago (Lotter, 1966).I clearly recall a conversation with an academic dean in the early stages of my higher education career regarding the advisability of my conducting research on learners with autism. The Dean counseled me not to invest substantial research time and effort with students who have autism, arguing that the disability affected so few individuals that I would have difficulty locating sufficient numbers of subjects to conduct research and that the topic of autism was so esoteric that it would be of interest to only a few individuals.Obviously, interest in matters pertaining to ASD has grown exponentially. More important, the impact that autism-related disabilities is having on families, schools, and communities is profound. ASD is currently far more common than Down syndrome, juvenile diabetes, and childhood cancer

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“…Furthermore, when students become 16 years old, they participate in extramural programs. In this way, vocational skills for the entrepreneurial sector are developed (Strain & Hoyson, 2000).…”

Section: Leap-maryland Career Development Frameworkmentioning

confidence: 99%

Review on Vocational Training and Employment of Individuals with Autism Spectrum Disorder

Delli¹,

Alexiou²,

Karampilia³

2016

JEDP

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Organizations have developed programs for the vocational training of adults with Autism Spectrum Disorder (ASD). Some programs reflect trends in the labor market. The interest of policy planning is focused on social perceptions and successful social and vocational inclusion.Aim is the review of programs for vocational training and education-to-employment transition for adults with ASD and the provision of a critical evaluation of their results.The study entailed a review of the relevant literature, starting from the 1980s, since before that time there had been no systematic state provision of vocational training. The inclusion criteria for the study were: (a) the sample included adults diagnosed with ASD, (b) the programs included interventions for vocational training and inclusion, models for teaching vocational and social skills in the context of supported employment.Study revealed interesting findings related to vocational training and the inclusion prospects for adolescents and adults with ASD, which could further influence social protection planning and support measures for them. It showed that educational policy in the last ten years has included the vocational training and inclusion of individuals with ASD and, therefore, more flexible programs and alternative forms of independent living are being developed for them.Social mentality plays significant role for the social and vocational inclusion of adults with ASD. Some steps might be opportunities for participation in vocational programs, their enrichment, vocational counseling and guidance, opportunities for continuous development of working skills along with INSET and counseling, financial support to employees and a consistent policy towards vocational inclusion.

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The Need for Longitudinal, Intensive Social Skill Intervention

Cited by 114 publications

References 15 publications

The Teacch Approach to Autism Spectrum Disorders

The Teacch Approach to Autism Spectrum Disorders

Children and Youth with Autism Spectrum Disorders: The Search for Effective Methods

Review on Vocational Training and Employment of Individuals with Autism Spectrum Disorder

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