Treatments to increase social awareness and social skills

Evidence-Based Practices and Treatments for Children with Autism

Volumn , Issue , 2011, Pages 171-196

  Ferraioli, Suzannah J ^a   Harris, Sandra L ^a  

^a The State University of New Jersey   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84879093746     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4419-6975-0_6     Document Type: Chapter

References (77)

1. APA. (2000). Diagnostic and statistical manual of mental disorders, (4th ed.-text revision). Washington, DC: American Psychiatric Association.
2. Barnhill, G. P., Cook, K. T., Tebbenkamp, K., & Smith Myles, B. (2002). The effectiveness of social skills intervention targeting nonverbal communication for adolescents with Asperger syndrome and related pervasive developmental disorders. Focus on Autism and Other Developmental Disabilities, 17, 112-118.
3. Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a "theory of mind?". Cognition, 21, 37-46.
4. Baron-Cohen, S., Leslie, A. M., & Frith, U. (1986). Mechanical, behavioral and intentional understanding of picture stories in autistic children. British Journal of Developmental Psychology, 4, 113-125.
5. Barry, L. M., & Burlew, S. B. (2004). Using Social Stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19, 45-51.
6. Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group of high-functioning children with autism. Journal of Autism and Developmental Disorders, 33, 685-701.
7. Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32, 283-298.
8. Bauminger, N. (2007a). Brief report: Individual social-multi-modal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1593-1604.
9. Bauminger, N. (2007b). Brief report: Group social-multi-modal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1605-1615.
10. Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287.
11. Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self modeling. School Psychology Review, 36, 80-90.
12. TM intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41, 405-409.
13. Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5(1), 12.
14. Crooke, P. J., Hendrix, R. E., & Rachman, J. Y. (2008). Brief report: Measuring the effectiveness of teaching social thinking to children with Asperger syndrome (AS) and high functioning autism (HFA). Journal of Autism and Developmental Disorders, 38, 581-591.
15. Delano, M., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8, 29-42.
16. DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectations. Focus on Autism and Other Developmental Disabilities, 17, 198-207.
17. Elksnin, L. K., & Elksnin, N. (1998). Teaching social skills to students with learning and behavior problems. Intervention in School and Clinic, 33, 131-140.
18. Garfnkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22(1), 26-38.
19. Garrison-Harrel, L., Kamps, D., & Kravits, T. (1997). The effects of peer networks on social-communicative behaviors for students with autism. Focus on Autism and Other Developmental Disabilities, 12, 241-255.
20. Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism and Developmental Disorders, 35(5), 545-556.
21. Gevers, C., Clifford, P., Mager, M., & Boer, F. (2006). Brief report: A Theory-of-Mind-based social-cognition training program for school-aged children with pervasive developmental disorders: An open study of its effectiveness. Journal of Autism and Developmental Disorders, 36, 567-571.
22. Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289-305.
23. Gray, C. (2000). The new Social Story book. Arlington: Future Horizons.
24. Haring, T. G., & Breen, C. G. (1992). A peer-mediated social network intervention to enhance the social integration of person with moderate and severe disabilities. Journal of Applied Behavior Analysis, 25, 319-333.
25. Haring, T. G., & Lovinger, L. (1989). Promoting social interaction through teaching generalized play initiation responses to preschool children with autism. Journal of the Association for Persons with Severe Handicaps, 14, 58-67.
26. Harper, C. B., Symon, J. B. G., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815-826.
27. Hutchins, T. L., & Prelock, P. A. (2006). Using social stories and comic strip conversations to promote socially valid outcomes for children with autism. Seminars in Speech and Language, 27, 47-59.
28. Hwang, B., & Hughes, C. (2000). Increasing early social-communicative skills of preverbal preschool children with autism through social interactive training. Journal of the Association for Persons with Severe Handicaps, 25, 18-28.
29. Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36(4), 487-505.
30. Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders, 37, 1446-1456.
31. Jahr, E., Eldevik, S., & Eikeseth, S. (2000). Teaching children with autism to initiate and sustain cooperative play. Research in Developmental Disabilities, 21(2), 151-169.
32. Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49-61.
33. Kamps, D., Royer, J., Dugan, E., Kravits, T., Gonzalez-Lopez, A., et al. (2002). Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68, 173-187.
34. Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611-620.
35. Kroeger, K. A., Schultz, J. R., & Newsom, C. (2007). A comparison of two group-delivered social skills programs for young children with autism. Journal of Autism and Developmental Disorders, 37, 808-817.
36. Laushey, K. M., & Hefin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30, 183-193.
37. Lee, S., Odom, S. L., & Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9, 67-79.
38. LeGoff, D. B. (2004). Use of LEGO as a therapeutic medium for improving social competence. Journal of Autism and Developmental Disorders, 34, 557-571.
39. LeGoff, D. B., & Sherman, M. (2006). Long-term outcome of social skills intervention based on interactive LEGO play. Autism, 10, 317-329.
40. Leslie, A. M., & Frith, U. (1988). Autistic children's understanding of seeing, knowing, and believing. British Journal of Developmental Psychology, 6, 315-324.
41. Lopata, C., Thomeer, M. L., Volker, M. A., & Nida, R. E. (2006). Effectiveness of a cognitive-behavioral treatment on the social behaviors of children with Asperger disorder. Focus on Autism and Other Developmental Disabilities, 21, 237-244.
42. Maione, L., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8(2), 106-118.
43. Martins, M., & Harris, S. (2006). Teaching children with autism to respond to joint attention initiations. Child & Family Behavior Therapy, 28(1), 51-68.
44. McGrath, A. M., Bosch, S., Sullivan, C. L., & Fuqua, R. W. (2003). Training reciprocal social interactions between preschoolers and a child diagnosed with autism. Journal of Positive Behavior Interventions, 5, 47-54.
45. Mesibov, G. B. (1984). Social skills training with verbal autistic adolescents and adults: A program model. Journal of Autism and Developmental Disorders, 14, 395-404.
46. Mishna, F., & Muskat, B. (1998). Group therapy for boys with features of Asperger syndrome and concurrent learning disabilities: Finding a peer group. Journal of Child and Adolescent Group Therapy, 8, 97-114.
47. Nikopoulos, C. K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 18(2), 87-108.
48. Nikopoulos, C. K., & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37, 93-96.
49. Nikopoulos, C. K., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Autism and Developmental Disorders, 37, 678-693.
50. Norris, C., & Dattilo, J. (1999). Evaluating effects of a Social Story on a young girl with autism. Focus on Autism and Other Developmental Disabilities, 14, 180-186.
51. Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23, 15-28.
52. Owens, G., Granader, Y., Humphrey, A., & BaronCohen, S. (2008). LEGO therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 38, 1944-1957.
53. Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25, 405-433.
54. Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285-295.
55. Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157-160.
56. Quirmbach, L. M., Lincoln, A. J., Feinberg-Gizzo, M. J., Ingersoll, B. R., & Andrews, S. M. (2009). Social Stories: Mechanisms of effectiveness in increasing game play skills in children diagnosed with autism spectrum disorder using a pretest posttest repeated measures randomized control design. Journal of Autism and Developmental Disorders, 39, 299-321.
57. Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of an evaluative method for determining the strength of research evidence in autism. Journal of Autism and Developmental Disorders, 38, 1311-1319.
58. TM for children with disabilites. Journal of Autism and Developmental Disorders, 36:445-469.
59. Rocha, M. L., Schreibman, L., & Stahmer, A. C. (2007). Effectiveness of training parents to teach joint attention in children with autism. Journal of Early Intervention, 29(2), 154-172.
60. Roeyers, H. (1996). The infuence of nonhandi-capped peers on the social interactions of children with a pervasive developmental disorder. Journal of Autism and Developmental Disorders, 26, 303-320.
61. Sansosti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57.
62. Sasso, G. M., Mundschenk, N. A., Melloy, K. J., & Casey, S. D. (1998). A comparison of the effects of organismic and setting variables on the social interaction behavior of children with developmental disabilities and autism. Focus on Autism and Other Developmental Disabilities, 13, 2-17.
63. Scattone, D. (2008). Enhancing the conversation skills of a boy with Asperger's disorder through Social Stories and video modeling. Journal of Autism and Developmental Disorders, 38, 395-400.
64. TM. Focus on Autism and Other Developmental Disabilities, 21(4), 211-222.
65. Simpson, A., Langone, J., & Ayres, K. (2004). Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities, 29, 240-252.
66. Solomon, M., Goodlin-Jones, B. L., & Adler, T. (2004). A social adjustment enhancement intervention for high functioning autism, Asperger's syndrome, and pervasive developmental disorder, NOS. Journal of Autism and Developmental Disorders, 34, 649-668.
67. Thiemann, S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.
68. Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (2007). Social skills training of adolescents with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 37(10), 1960-1968.
69. Turner-Brown, L. M., Perry, T. P., Dichter, G. S., Bodfsh, J. W., & Penn, D. (2008). Brief report: Feasibility of social cognition and interaction training for adults with high functioning autism. Journal of Autism and Developmental Disorders, 38, 1777-1784.
70. Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, W. P. (2004). Effects of social skill instruction for high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 53-62.
71. Wechsler, D. (2003). Wechsler intelligence scales for children (4th ed.). San Antonio: The Psychological Corporation.
72. Whalen, C., & Shreibman, L. (2003). Joint attention training for children with autism using behavior modifcation procedures. Journal of Child Psychology and Psychiatry, 44, 456-468.
73. Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36(5), 655-664.
74. Williams, T. I. (1989). A social skills group for autistic children. Journal of Autism and Developmental Disorders, 19, 143-155.
75. Yang, N. K., Schaller, J. L., Huang, T. A., Wang, M. H., & Tsai, S. F. (2003). Enhancing appropriate social behaviors for children with autism in general education classrooms: An analysis of six cases. Education and Training in Developmental Disabilities, 38, 405-416.
76. Yang, T., Wolfberg, P. J., Wu, S., & Hwu, P. (2003). Supporting children on the autism spectrum in peer play at home and school: Piloting the Integrated Play Groups model in Taiwan. Autism: The International Journal of Research and Practice, 7(4), 437-453.
77. Zercher, C., Hunt, P., Schuler, A., & Webster, J. (2001). Increasing joint attention, play and language through peer supported play. Autism, 5(4), 374-398.