There is currently a critical need to develop reliable and valid
social skills assessment tools for children and adolescents with
autism spectrum disorders (ASD). The Autism Social Skills
Profile (ASSP) is a new assessment tool that provides a comprehensive
measure of social functioning in children and
adolescents with ASD. The ASSP was designed to assist with
intervention planning and to provide a measure of intervention
outcomes. This study provided a preliminary analysis of the
psychometric properties of the ASSP to determine the underlying
structure, or subscales, of the instrument. Results indicate
that the ASSP has excellent psychometric properties with
respect to internal consistency, test–retest reliability, and
concurrent validity. Results suggest that the ASSP contains
three subscales, labeled Social Reciprocity, Social Participation/
Avoidance, and Detrimental Social Behaviors
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| The development of the autism social skills profile.pdf | 419.42 KB |
This study examined the effect of a social–behavioral learning
strategy intervention (SODA) on the social interaction skills of
4 elementary school children with Asperger syndrome (AS).
More specifically, the study investigated the effect of SODA
training on the abilities of 4 children with AS to participate in
cooperative learning activities, play organized sport games, and
visit with their peers during lunch. A multiple-baseline-acrosssettings
design (Tawney & Gast, 1984) was used to analyze
social behavior without SODA (baseline) and with SODA (intervention)
during fourth- or fifth-grade social studies cooperative
learning activities, noon recess, and lunch. Maintenance probes
occurred once a month for 5 months following completion of
the intervention. The participants benefited from the SODA
intervention. They presented increased percentages of time
spent learning cooperatively, playing organized sport games,
and visiting during lunch when SODA training began. When
SODA training discontinued, they maintained high performance
across all study conditions, nearly matching those achieved by
4 peers without disabilities. In addition, the participants presented
long-term memory of SODA 1 month after maintenance.
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| The Impact of Social Behavior Learning Strategy Training on the Social Interaction Skills of Four Students with Asperger Syndrome.pdf | 327.83 KB |
The purpose of this study was to determine whether the use of a personal digital assistant (PDA) would facilitate the recording of homework by an adolescent boy with Asperger syndrome (AS). A multiple-baseline-across-settings design was used in the student’s history, English, and science classes to determine the accuracy with which he recorded (a) the subject in which the homework was assigned, (b) the date the assignment was due, and (c) qualifying details of the assignment (e.g., problem numbers, chapter questions). Results of the study revealed a marked increase in recording of homework assignments from baseline to intervention phases.
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| Using a Personal Digital Assistant to Improve the Recording of Homework Assignments by an Adolscent with Asperger Syndomr.pdf | 113.55 KB |
Using an AB design with generalization, this study sought to
determine the effectiveness of presenting videotaped emotions
and Social Stories™ to teach a 9-year-old child with Asperger
syndrome to recognize and understand emotions in himself
and to generalize them to other situations in his home. Data
collected in the child’s home showed an improvement between
baseline and intervention in the child’s ability to recognize
emotions and understand their occurrence.
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| Social Stories.pdf | 130.52 KB |