RCT of a Manualized Social Treatment for High-Functioning Autism Spectrum Disorders

Lopata, Christopher; Thomeer, Marcus L.; Volker, Martin A.; Toomey, Jennifer A.; Nida, Robert E.; Lee, Gloria K.; Smerbeck, Audrey M.; Rodgers, Jonathan D.

doi:10.1007/s10803-010-0989-8

Cited by 131 publications

(185 citation statements)

References 21 publications

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“…That teaching should start at an early age, continue throughout the educational experience, and often into adulthood (Lopata et al 2010;Reichow and Volkmar 2010). It is important to consider that the presence of intact cognitive skills may make such social and behavioral difficulties less expected by others and the higher functioning student with ASD may experience negative evaluation by peers (e.g., Swaim and Morgan 2001) or teachers (e.g., Handleman et al 2005).…”

Section: Child Variablesmentioning

confidence: 99%

Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals

Delmolino

Harris

2011

J Autism Dev Disord

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Meeting the needs of a learner with an autism spectrum disorder requires specialized expertise. Assessing the extent to which a potential program or classroom meets a child's needs is a source of serious challenge for parents and professionals alike. Indeed, identifying, prioritizing and agreeing upon the child's needs are complex questions for which there are no clear and straightforward answers. The process of establishing a match between a student and a placement must explore several primary dimensions: child, setting, and instructor variables, treatment philosophy and strategies, assessment and evaluation, and family needs and involvement. Additionally, there is a great deal of complexity considering how to interpret, integrate and apply empirical research findings and prominent professional opinions to develop sound and practical solutions. Discussion and agreement about the importance of each of these factors and how they apply in a specific situation forms the foundation of an interactive dialogue between service providers and families to create a "best fit" between student and program.

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Section: Child Variablesmentioning

confidence: 99%

Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals

Delmolino

Harris

2011

J Autism Dev Disord

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“…The manualized format facilitates replication of the present results and training of novice clinicians in the procedure. Anecdotally, the use of a manual appeared to yield high procedural fidelity, as reported by other studies using manualized treatments [17][18][19].…”

Section: Discussionmentioning

confidence: 59%

Improving Conversational Skills in Children with Autism Spectrum Disorders: A Pilot Study of the Teaching Interaction Procedure (TIP)

Sevlever¹

2015

Int J Sch Cog Psychol

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“…Improvisational music therapy uses musical, whereas MTG and FCMT use a predefined set of exercises that address problems in ASD specifically, such as eye contact. Typically developing adolescents (8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18) Children with moderate ASD (4)(5)(6) Children with moderate ASD (6)(7)(8)(9) Children with severe ASD (3-6)…”

Section: Type Of Music Interventionmentioning

confidence: 99%

The Social Responsiveness Scale (SRS) in the Valuation of Social Skills in Music and Music Therapy research: A literature review

Ingeborg¹

2017

Europ. j. multidiscip. stud.

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This literature review seeks to find out, if the Social Responsiveness Scale (SRS) could be a useful instrument in an inclusive scholastic context when music therapy-based interventions are applied. The aim is to compare studies in which the SRS is a used to measure the impact of music-based interventions, and to deduce its usability in an inclusive scholastic context. A literature research on the databases RomaTreDiscovery, Science Direct, Google Scholar, PubMed, and Cochrane is conducted the 28.07.2017 and the 08.08.2017 using the keywords "social responsiveness scale", "autism", and "music". The following inclusion criteria are applied: the studies are either randomized controlled trials (RCT) or controlled trials (CT), use the SRS as outcome measure, utilize a music-based intervention, and target a population of children or adolescents with ASD. During the literature research 11 studies were identified, based on title and abstract. After studying the full articles 4 met the inclusion criteria Geretsegger et al., 2012; La Gasse, 2014; Thompson, McFerran & Gold, 2013). An analysis aiming on the type of the music intervention, the population, and the frequency of interventions is conducted. Since the number of studies that met the inclusion criteria is rather small, there is only little evidence from this research. Since the SRS seems to be a useful tool confronting the influence of music on social skills in children and adolescents, it might be applicable to measure the impact of music therapy in an inclusive classroom.

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RCT of a Manualized Social Treatment for High-Functioning Autism Spectrum Disorders

Cited by 131 publications

References 21 publications

Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals

Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals

Improving Conversational Skills in Children with Autism Spectrum Disorders: A Pilot Study of the Teaching Interaction Procedure (TIP)

The Social Responsiveness Scale (SRS) in the Valuation of Social Skills in Music and Music Therapy research: A literature review

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