Training social interpersonal skills in two autistic children

Taras, Marie; Matson, Johnny L.; Leary, Cheryl

doi:10.1016/0005-7916(88)90057-2

Cited by 22 publications

(5 citation statements)

References 8 publications

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“…Independence can become counterproductive if not balanced by social sensitivity. Often, this behavior may be due less to noncompliance and more to simple behavioral perseveration, a characteristic not uncommon in children with mental retardation (Taras, Matson, & Leary, 1988;Whitman, 1987). In these cases, educators should try to avoid blatant confrontations (thus teaching that confrontations can be avoided), but should not just give up and completely "give in" to the child's demands.…”

Section: Areas Of Social Competencementioning

confidence: 98%

Developing Social Competence in the Inclusive Primary Classroom

McCay

Keyes

2001

Childhood Education

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Section: Areas Of Social Competencementioning

confidence: 98%

Developing Social Competence in the Inclusive Primary Classroom

McCay

Keyes

2001

Childhood Education

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“…Thus, social avoidance appears to be a particularly crucial social-skill area. These skills have been primarily trained in school settings, although clinics have been the site of intervention in some cases (Strain & Danko, 1995;Taras, Matson, & Leary, 1988).…”

Section: Definitionmentioning

confidence: 99%

Social-Skills Treatments for Children With Autism Spectrum Disorders

2007

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Marked advances in the treatment of children with autism spectrum disorders (ASDs) has occurred in the past few decades, primarily using applied behavior analysis. However, reviews of trends in social skills treatment for children with ASDs have been scant, despite a robust and growing empirical literature on the topic. In this selective review of 79 treatment studies, the authors note that the research has been particularly marked by fragmented development, using a range of intervention approaches and definitions of the construct. Modeling and reinforcement treatments have been the most popular model from the outset, with most studies conducted in school settings by teachers or psychologists. Investigators have been particularly attentive to issues of generalization and follow-up. However, large-scale group studies and comparisons of different training strategies are almost nonexistent. These trends and their implications for future research aimed at filling gaps in the existing literature are discussed.

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“…Additionally, while most studies represented are single case design, there also appears to be a population routinely selected for social skills interventions. Typically, children participating in the social skills interventions are from the ''higher functioning'' end of the autism spectrum (i.e., Asperger's disorder, HFA), older, involved in some type of pretraining, and/or display at least minimal expressive verbal language (e.g., Kamps et al, 1992;Ozonoff, & Miller, 1995;Swaggart et al, 1995;Taras, Matson, & Leary, 1998). Many questions remain in regard to the social improvement of younger children with a more severe presentation, and who are nonverbal or have limited verbal skills.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Two Group-Delivered Social Skills Programs for Young Children with Autism

Kroeger

Schultz

Newsom³

2006

J Autism Dev Disord

127

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A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.

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Training social interpersonal skills in two autistic children

Cited by 22 publications

References 8 publications

Developing Social Competence in the Inclusive Primary Classroom

Developing Social Competence in the Inclusive Primary Classroom

Social-Skills Treatments for Children With Autism Spectrum Disorders

A Comparison of Two Group-Delivered Social Skills Programs for Young Children with Autism

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