Becoming Social: Interventions with Youth Who Have High-Functioning Autism and Asperger Syndrome

Autor/inn/en	Blacher, Jan; Howell, Erica
Titel	Becoming Social: Interventions with Youth Who Have High-Functioning Autism and Asperger Syndrome
Quelle	In: Exceptional Parent, 38 (2008) 10, S.56-57 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-9157
Schlagwörter	Intervention; Autism; Asperger Syndrome; Young Adults; Adolescents; Peer Groups; Depression (Psychology); Interpersonal Competence; Social Development; Interpersonal Relationship; Antisocial Behavior; Program Effectiveness; Prosocial Behavior; Nonverbal Communication + Suchen Sie Ihr Suchwort? Autismus; Asperger-Syndrom; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gleichaltrigengruppe; Peer Group; Interpersonale Kompetenz; Soziale Entwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Non-verbal communication; Nonverbale Kommunikation
Abstract	Many adults come up short on social skills. Some of these may be co-workers, friends, or family members who make occasional blunders. Some of these individuals may experience marked social skills deficits throughout life, as is the case with young adults who are diagnosed with High Functioning Autism or Asperger Syndrome (HFA/AS). Following years of constantly struggling to make friends, to be understood, and to fit in to a peer group, young adults with HFA/AS have significantly higher rates of depression and anxiety than their typical peers. In this article, the authors present the outcomes of an intervention program participated by 46 adolescents with HFA/AS. The program aims to increase the prosocial verbal and non-verbal responses and to decrease the anti-social responses of adolescents with HFA/AS. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10