Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

Autor/inn/en	Stichter, Janine P.; O'Connor, Karen V.; Herzog, Melissa J.; Lierheimer, Kristin; McGhee, Stephanie D.
Titel	Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism
Quelle	In: Journal of Autism and Developmental Disorders, 42 (2012) 3, S.354-366 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-011-1249-2
Schlagwörter	Theory of Mind; Cues; Intervention; Autism; Asperger Syndrome; Interpersonal Competence; Social Development; Elementary School Students; Curriculum Development; Problem Solving; Parent Attitudes; Cognitive Ability; Program Effectiveness + Suchen Sie Ihr Suchwort? Stichwort; Autismus; Asperger-Syndrom; Interpersonale Kompetenz; Soziale Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Problemlösen; Elternverhalten; Denkfähigkeit
Abstract	Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067-1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10