Teachers' Perceptions of the Efficacy of Social Skills Training for Students Identified with Autism PDF Download
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Author: Jillian M. Lorde
Publisher:
ISBN:
Category : Autism in children
Languages : en
Pages : 63
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Book Description
This paper examined teachers' perceptions regarding the efficacy of social skills training methods. A total of one hundred and three regular and special education teachers were surveyed. The data showed that more special education teachers used specific social skills training methods within the classrooms compared to regular education teachers. Historical and theoretical perspectives of the conceptualization of social skills and social competence were also pursued. Finally, current legal and definitive information on autism spectrum disorders was examined.
Author: Jillian M. Lorde
Publisher:
ISBN:
Category : Autism in children
Languages : en
Pages : 63
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Book Description
This paper examined teachers' perceptions regarding the efficacy of social skills training methods. A total of one hundred and three regular and special education teachers were surveyed. The data showed that more special education teachers used specific social skills training methods within the classrooms compared to regular education teachers. Historical and theoretical perspectives of the conceptualization of social skills and social competence were also pursued. Finally, current legal and definitive information on autism spectrum disorders was examined.
Author: Keith C Radley
Publisher: Springer Nature
ISBN: 3030916650
Category : Psychology
Languages : en
Pages : 160
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Book Description
This book examines current trends and practices in social skills instruction for individuals with autism spectrum disorder (ASD), focusing on empirical support of current practices and for which populations such practices have been most frequently evaluated (e.g., ages, levels of functioning). It details key practices that may be implemented as social skills teaching strategies as well as the theoretical underpinnings of the teaching strategies, relevant empirical support, and a guide to utilization supported by the empirical evaluations. These guides to utilization are a practical tool for implementation of commonly evaluated social skills teaching strategies. In addition, the book describes limitations of social skills teaching and offers recommendations for future research and intervention strategies that may overcome its current limitations. Key topics featured include: Video modeling and social skills training for individuals with ASD. Behavioral skills training for ASD. Peer-mediated teaching of persons with autism. Social narratives of individuals with ASD. Social Skills Teaching for Individuals with Autism is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in clinical child and school psychology, behavioral therapy/rehabilitation, social work, public health, and all interrelated disciplines.
Author: Lindsay M. Heerema
Publisher:
ISBN:
Category : Autism
Languages : en
Pages : 65
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Book Description
Students with autism demonstrate significant social deficits that negatively impact daily functioning. Implementing effective social skills interventions to students with autism is essential for these students in order to function more independently. This study evaluated the effectiveness of social skills strategies based on teachers' perceptions and opinions using a ranking scale. The study also investigated what social skills strategies are currently being implemented in educational settings. The highest rating social skills intervention was social scripting, with a mean of 4.25. The second highest ranking was video modeling, with a mean of 4.17. Social stories were the most frequently implemented social skills intervention. The second most used social sill intervention was direct instruction/pivotal response training. Other frequently implemented interventions included class wide interventions, peer training/social skills training, and groups with typically developing peers. According to the data collected, video modeling and integrated play groups were not as regularly implemented. Although only eight teachers indicated they implemented social scripting, participants rated the effectiveness of this intervention a mean of 4.25.
Author: Carol Gray
Publisher: Future Horizons
ISBN: 9781885477224
Category : Education
Languages : en
Pages : 52
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Book Description
Carol Gray combines stick-figures with "conversation symbols" to illustrate what people say and think during conversations. Showing what people are thinking reinforces that others have independent thoughts--a concept that spectrum children don't intuitively understand. Children can also recognize that, although people say one thing, they may think something quite different--another concept foreign to "concrete-thinking" children. Children can draw their own "comic strips" to show what they are thinking and feeling about events or people. Different colors can represent different states of mind. These deceptively simple comic strips can reveal as well as convey quite a lot of substantive information. The author delves into topics such as: What is a Comic Strip Conversation? The Comic Strip Symbols Dictionary Drawing "small talk" Drawing about a given situation Drawing about an upcoming situation Feelings and COLOR
Author: Claribel Camaya
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Susanne Kristine Long
Publisher:
ISBN:
Category :
Languages : en
Pages : 132
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Book Description
Autism is the most common of the Pervasive Developmental Disorders; and it is estimated that 1 in 110 children are born with this disorder (Centers for Disease Control, 2009). One of the core features of autism is a profound deficit in social skills. Various behavioral treatments are available to promote students' social skills in the classroom environment. Teachers are often responsible for implementing these interventions, but little is known about teachers' perceptions of and judgments about these interventions. Treatment acceptability gained increasing attention in the 1980s and has since been a topic of interest for much research. However, a dearth of research remains on teachers' acceptability of interventions for students with autism. The purpose of the study was to examine teachers' perceptions of acceptability, effectiveness, and timeliness of effect (assessed using the Behavior Intervention Rating Scale; BIRS), and their likelihood to keep and use progress monitoring data for two positive interventions for students with autism (social stories and self-management) and a reductive intervention (timeout).
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 224
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Book Description
Social interaction skills are a core area of deficit for individuals with an autism spectrum disorder (ASD) and often limit the opportunities these individuals have to develop meaningful friendships. School is an ideal setting to address these challenges, as there are many peers are available to practice social interaction skills. However, without support, students with an ASD often do not interact with their peers. Therefore, social skills support in schools is important to address the social development of children with ASD. At this time, though, there is a limited amount of support for interventions to address the social challenges of children with ASD in school settings. Currently, it is recommended that social skills interventions be provided in natural settings at school rather than analog settings. However, it is uncertain if natural environment interventions are considered more effective because of the setting they are provided in or the intervention procedures used in these settings. The current study evaluated a social skills intervention using evidence-based naturalistic teaching procedures provided in an analog setting (i.e., special education classroom). Five students with ASD in kindergarten through 2nd grade were identified to participate in this research study. The intervention was implemented daily by special education staff members (two special education teachers and two special education assistants) who received training and ongoing consultation. Additionally, fidelity of implementation of the intervention was measured throughout the study and the social validity of the intervention was measured prior to and following the implementation of the intervention. Results of this study indicate that the intervention was implemented with high fidelity for all five participants (range: 97-100%) and participants showed significant increases in the percent of time they were engaged in social play and/or conversation with peers following the introduction of the intervention (p = .0026). Findings based on visual analysis provide support that naturalistic interventions conducted in an analog setting can produce significant increases in the social behaviors of students; however, these changes did not generalize to natural settings. Social validity data from this study indicates that educators and students who participated in the intervention found the intervention goals to be socially important, the intervention procedures to be feasible and acceptable, and the intervention to be effective.
Author: Douglas Shaw
Publisher: Nova Science Publishers
ISBN: 9781634858373
Category : Autistic children
Languages : en
Pages : 0
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Book Description
Autism spectrum disorder (ASD) is often associated with general intellectual disabilities because approximately 75% of people with autism have a non-verbal Intelligence Quotient (IQ) below 70, but autism can also occur in people with normal or even superior intelligence. Autism is a developmental disorder having deficiencies in social development, in communication. People with autism have restricted and repetitive interests and behavior. Chapter One of this book examines parental perceptions of the social skills of their children with high-functioning autism spectrum disorder. Chapter Two reviews the use of children's literature to teach social skills in children. Chapter Three discusses inclusive education, mentoring and Information and Communication Technologies (ICT) for the development of social skills in young people with autism. Chapter Four argues that continuous use and development of a cloud computing-based support system for comprehensive childcare and the Scale for Assessing Social Skill Development in Children will provide greater evidence of its efficacy, assist in expertise acquisition, and contribute to the healthy development of children and their caregivers. Chapter Five introduces applications of group participation for people with autistic spectrum disorders (ASD), with a particular focus on adolescents and emerging adults.
Author: Bryan G. Cook
Publisher: Emerald Group Publishing
ISBN: 1780529732
Category : Education
Languages : en
Pages : 343
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Book Description
Intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities, this book focuses on identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities.
Author: Kathryn Banting
Publisher:
ISBN:
Category : Autism spectrum disorders
Languages : en
Pages : 37
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Book Description
The purpose of my research was to investigate the effectiveness of a social thinking curriculum from Think Social! A Social Thinking Curriculum for School-Age Students by Michelle Garcia Winner (2005) with a group of two elementary school students identified with high-functioning autism and autism spectrum disorder. The problem I was facing with my students with ASD, was that their deficits in social adaptability and interpretation of others' thoughts and feelings was directly affecting not only their interactions during social situations but also their ability to function in the general education class with their peers. Teaching rote social skills was not effective in meeting the social needs of my students; therefore I researched alternative social curriculums and found many teachers in my district exploring the effectiveness of a social thinking curriculum. Although social thinking is a relatively new concept in the world of special education with limited evidence of its effectiveness, it is at its core a type of cognitive behavior therapy (CBT). CBT has been heavily researched and found effective. Both components of CBT, cognitive and behavioral, contribute to successful social functioning in students. Behaviorally, students require a model of appropriate interactions, opportunities to practice skills and feedback to improve those skills. Cognitively, students need to learn how to interpret social cues and events. (Mennuti, R.B., Christner, R.W., & Freeman, A., 2006). Because of these components, the CBT model is often used in programs that target teaching social skills, social problem solving, and social thinking (Bauminger, 2002; Sze & Wood, 2007). The goal of Social Thinking is to teach students with ASD to develop a deeper understanding of social relations and social communication while also learning to interpret and execute related social skills. Students with ASD have not acquired these skills intuitively like their typical peers; therefore these students need to be taught how the social world works and why specific social skills are important in different situations. The results of this study may assist special education teachers while making decision about appropriate curriculum to address the social needs of their students with ASD.
