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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.
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.
Author: Jessica Beth Bolton
Publisher:
ISBN:
Category :
Languages : en
Pages : 264
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Book Description
Author: Michelle Garcia Winner
Publisher: Teaching Social Skills
ISBN: 9780970132048
Category : Autistic children
Languages : en
Pages :
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Book Description
Includes detailed lessons, worksheets and vocabulary for a social skills curriculum for children.
Author: Ryan Hendrix
Publisher:
ISBN: 9781936943401
Category :
Languages : en
Pages :
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Book Description
Early learner curriculum for teaching Social Thinking concepts to children ages 4-7
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: Tiffany Lynn Born
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Although there is a push to include students with autism spectrum disorders in the general academic context, students with autism are often not fully included in the social environment of schools. Even when students with autism are in the same settings as their typically developing peers, they often have few social interactions with their peers (e.g., Carter, Hughes, Guth, & Copeland, 2005). One reason for the dearth of social interactions that students with autism have during the school day may be related to deficits in social skills which can interfere with interactions with peers. Peer networks, a type of peer-mediated intervention, have been shown to be effective in increasing the social contacts and relationships of students with disabilities. In peer networks, gains in social interactions are accomplished by providing training to general education peers who compromise a social network for the student with a disability (SWD) outside of the classroom setting. However, the literature on peer networks varies as to if specific social skills training for the SWD is included and often does not fully examine specific or even general social skills deficits of the SWD. This study examined the effectiveness of a peer network plus intervention which incorporated an explicit social skills training component within a peer network framework. Four participants with an educational diagnosis of autism participated in a 10 week peer network intervention. A social skills training component was added to the peer network systematically. The purpose of this study was to examine the effectiveness of the peer network plus intervention for (a) enhancing targeted social skills of the students with autism, (b) enhancing broader social skills as measured by multiple social skill and adaptive questionnaires, and (c) increasing the number of social contacts, friendships, and interactions students with autism have in high schools. In addition, the social validity of this intervention was measured in order to determine the feasibility and acceptability for use in schools and by school personnel. Finally, the study examined the sensitivity of the Autism Social Skills Profile (ASSP, Bellini & Hopf, 2007) for use as a progress monitoring tool with these interventions. Using a multiple baseline across participants design, this study demonstrated that the social skills component of the peer network plus intervention was effective at improving the targeted social skills of all four participants. Two independent coders found Strong Overall Evidence for improvements in social skills when the social skills component was added for each participant. There was Moderate Overall Evidence for the impact of the social skills training component on the number of interactions students with autism had with their peers during the network meetings. Students with autism, peers without disabilities, and school staff interventionists all rated the intervention favorably. The ASSP was not consistently sensitive enough to detect improvements in social skills for all participants. Implications of the study, as well as limitations and directions for future research, are discussed.
Author: Kaye L. Otten
Publisher: Corwin Press
ISBN: 1071838806
Category : Education
Languages : en
Pages : 425
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Book Description
Identify the best interventions to fit the unique needs of each learner with autism Whatever your role—general or special education teacher, school counselor, therapist, behavior analyst, administrator—you undoubtedly interact with learners with autism spectrum disorder (ASD) and are committed to helping them succeed and thrive. This easy-to-use accessible guide summarizes more than 75 interventions and rates each based on the most recent evidence of effectiveness and safety. Features include: A summary of interventions and treatments from a comprehensive variety of domains organized into 11 categories, including behavioral interventions, visual supports, social and emotional skills training, and physiological interventions, as well as interventions that have the potential for causing harm An evidence-based five-point scale that clearly rates each intervention’s effectiveness for specific learners Guidance for working with colleagues and families to choose and implement the most promising treatments Written by educators with decades of experience and expertise in a variety of settings, many of whom are also Board Certified Behavior Analysts, this comprehensive guide is an indispensable resource for all those who serve students with ASD.
Author: Elizabeth A. Laugeson
Publisher: Routledge
ISBN: 1136239618
Category : Education
Languages : en
Pages : 480
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Book Description
The PEERS® Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program.
Author: Michelle Garcia Winner
Publisher:
ISBN: 9780979528613
Category : Behavior modification
Languages : en
Pages :
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Book Description
"Cognitive behavioral techniques are those which help a student to learn the thinking behind expected behaviors. Social Stories (developed by Carol Gray) are one type of cognitive behavioral technique for teaching students how to cope in a specific context or with specific people. Social Behavior Mapping is another complimentary method, which helps students to understand how our behaviors (expected and unexpected) impact how people feel, which then impacts how they treat us, which impacts how we feel about ourselves. Social Behavior Maps demonstrate to students how we all impact each other emotionally and behaviorally. This technique is not a panacea, but instead helps to demystify the complexity of social thought and related behaviors. It is being embraced in classrooms all over the United States. On this DVD, the evolution of social behavior mapping is explained along with step-by-step instructions on how to use this valuable treatment strategy. This DVD corresponds with a book called Social Behavior Mapping, also by Michelle Garcia Winner."--Container.
Author: Amanda Noble (MWSU student)
Publisher:
ISBN:
Category : Autism spectrum disorders
Languages : en
Pages : 41
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Book Description
