Effects of Social Skill Instruction for High-Functioning Adolescents With Autism Spectrum Disorders

Webb, Barbara J.; Miller, Susan; Pierce, Thomas B.; Strawser, Sherri; Jones, W. Paul

doi:10.1177/10883576040190010701

Cited by 96 publications

(89 citation statements)

References 17 publications

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“…For example, Koenig et al (in press) showed improvement on a global measure of social functioning based on parent report, but less impressive improvement on a parent reported standardized questionnaire targeting pro-social behavior and social initiative. Webb et al (2004) described significant improvement in four of five specific skills taught in a structured intervention, but no concomitant improvement in social skills broadly measured. In a study of 18 boys with PDDs, significant improvement in face recognition skills but no improvement in perspective-taking skills was 6.…”

Section: Research Outcomesmentioning

confidence: 99%

Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy

Koenig

Reyes

Cicchetti

et al. 2009

J Autism Dev Disord

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A consistent result in the evaluation of groupdelivered intervention to promote social reciprocity in children with PDDs is that outcome data are inconclusive. Lack of robust evidence of efficacy confounds understanding of these interventions and their value to the field. It is conceivable that the construct of impaired social reciprocity in PDD presents unique circumstances that require special consideration when evaluating the evidence base. Social reciprocity and impairment in social functioning are complex constructs, which require a multi-dimensional, multi-method approach to intervention and measurement of gains. The existing paradigm for evaluating the evidence base of intervention may need modification to permit a more intricate analysis of the extant research, and increase the sophistication of future research.

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Section: Research Outcomesmentioning

confidence: 99%

Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy

Koenig

Reyes

Cicchetti

et al. 2009

J Autism Dev Disord

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“…Social skills programs for higher-functioning children and adolescents Many controlled trials 21,23,24,29,[59][60][61][62][63][64][65] and observational studies 25,26,30,31,[66][67][68][69][70] of social skills programs have been conducted. We conducted several meta-analyses on social skills studies that used similar outcome measures.…”

Section: Lowmentioning

confidence: 99%

Nonmedical Interventions for Children With ASD: Recommended Guidelines and Further Research Needs

et al. 2012

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OBJECTIVE: To use the findings of a systematic review of scientific evidence to develop consensus guidelines on nonmedical interventions that address cognitive function and core deficits in children with autism spectrum disorders (ASDs) and to recommend priorities for future research. METHODS:The guidelines were developed by a Technical Expert Panel (TEP) consisting of practitioners, researchers, and parents. A systematic overview of research findings was presented to the TEP; guideline statements were drafted, discussed, debated, edited, reassessed, and presented for formal voting.

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“…Para sujetos con menor nivel de desarrollo cognoscitivo (p. ej., Koegel y Koegel, 1995 entre otros), se han diseñado programas para la mejora de las habilidades sociales y comunicativas, y en los últimos años también se están elaborando para sujetos con AAF y con SA (Webb, Miller, Pierce, Strawser y Jones, 2004). Las intervenciones plantean entre sus objetivos el entrenamiento en (Klin y Volkmar, 2000): Trabajar la conciencia de las reglas pragmáticas convencionales de la conversación (p.…”

Section: Intervenciones En El áRea Social Y Comunicativaunclassified

Intervenciones sociocomunicativas en los trastornos del espectro autista de alto funcionamiento

Gutiérrez¹,

Parra²

2008

RPPC

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Resumen: El objetivo de este artículo es presentar una revisión de los estudios e investigaciones sobre los programas de intervención en el ámbito de la comunicación social y más específicamen-te en el área pragmática en el colectivo de personas con trastornos del espectro autista de nivel alto de funcionamiento cognoscitivo (síndrome de Asperger y autismo de nivel alto). Se analizan algunas propuestas en el área social como los centros de ocio planificado, el trabajo con grupos de iguales, los métodos visuales, las agendas, las «historias sociales» y las «conversaciones en forma de historieta», así como otras propuestas centradas específicamente en los aspectos funcionales y pragmáticos de la comunicación. Se revisan los métodos utilizados y los resultados más significativos obtenidos. Finalmente, se resumen las principales conclusiones de las intervenciones realizadas en el ámbito de la comunicación y relación social.Palabras clave: Trastornos del espectro autista, síndrome de Asperger, relación social, comunicación, habilidades pragmáticas, programas de intervención. Socio-communicative interventions in high functioning autistic spectrum disordersAbstract: The aim of this paper is to present a review of the studies and investigations regarding the programs of interventions in the area of social communication and more specifically in the pragmatic area of people with autistic spectrum disorders (Asperger's syndrome and high functioning autism). Some proposals are analyzed in the social area such as planned leisure centers, working with peer groups, visual methods, agendas, «social stories» and «comic strip conversations», as well as other proposals centered specifically on the functional and pragmatic aspects of communication. The methodology and the most significant results are reviewed. Finally, the principle conclusions of the programs of intervention realized in the area of communication and social relationships are summarized.

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Effects of Social Skill Instruction for High-Functioning Adolescents With Autism Spectrum Disorders

Cited by 96 publications

References 17 publications

Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy

Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy

Nonmedical Interventions for Children With ASD: Recommended Guidelines and Further Research Needs

Intervenciones sociocomunicativas en los trastornos del espectro autista de alto funcionamiento

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