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Levy, Jemma; Dunsmuir, Sandra – Educational & Child Psychology, 2020
Aim: This research aimed to explore the impact of school-based Lego Therapy groups for adolescents with a diagnosis of ASD [autism spectrum disorder] in mainstream schools. Method/Rationale: School staff were trained in the delivery of the social skills intervention to groups comprising one adolescent with ASD and two typically developing peers. A…
Descriptors: Intervention, Toys, Autism, Pervasive Developmental Disorders
Lane, Justin D.; Gast, David L.; Ledford, Jennifer R.; Shepley, Collin – Education and Treatment of Children, 2017
Young children with disabilities are less likely to display age-appropriate social behaviors than same-age peers with typical social development, especially children who display social-communication delays. In this study, two concurrently operating single case designs were used to evaluate the use of progressive time delay (PTD) to teach children…
Descriptors: Group Activities, Social Behavior, Young Children, Class Activities
Garcia-Albea, Elena; Reeve, Sharon A.; Brothers, Kevin J.; Reeve, Kenneth F. – Journal of Applied Behavior Analysis, 2014
Script-fading procedures have been shown to be effective for teaching children with autism to initiate and participate in social interactions without vocal prompts from adults. In previous script and script-fading research, however, there has been no demonstration of a generalized repertoire of vocal interactions under the control of naturally…
Descriptors: Teaching Methods, Scripts, Autism, Interaction
Ledford, Jennifer R.; Wehby, Joseph H. – Journal of Autism and Developmental Disorders, 2015
Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Intervention
Au, Angel; Mountjoy, Toby; Leaf, Justin B.; Leaf, Ronald; Taubman, Mitchell; McEachin, John; Tsuji, Kathleen – Journal of Intellectual & Developmental Disability, 2016
Background: Children with autism spectrum disorder have impairments in social behaviours that require systematic intervention. The purpose of this study was to evaluate the cool versus not cool procedure implemented in a small group (dyad). Method: The cool versus not cool procedure consisted of the researcher demonstrating the targeted behaviour…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Behavior Modification
Plavnick, Joshua B.; Kaid, Tiffany; MacFarland, Mari C. – Journal of Autism and Developmental Disorders, 2015
Social deficits are a core characteristic of individuals with autism spectrum disorders and co-occurring intellectual disabilities (ASD-ID). Despite persistence of these deficits into adolescence, few social skills interventions have been empirically evaluated for older individuals with ASD-ID. The present investigation adapted an efficacious…
Descriptors: Interpersonal Competence, Antisocial Behavior, Autism, Pervasive Developmental Disorders
Grosberg, Denise – ProQuest LLC, 2013
All children with autism exhibit conversational speech delays to some degree, which limit their ability to interact with others in their social environment. These deficits perpetuate the tendency of children with autism to remain on the periphery of peer groups and limit their opportunities for social success (Charlop & Milstein, 1989;…
Descriptors: Autism, Children, Communication Skills, Teaching Methods
Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim – Education and Training in Autism and Developmental Disabilities, 2013
Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills, limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure…
Descriptors: Autism, Pervasive Developmental Disorders, Social Behavior, Control Groups
Koegel, Lynn K.; Kuriakose, Sarah; Singh, Anjileen K.; Koegel, Robert L. – Behavior Modification, 2012
Social engagement by children with autism spectrum disorder (ASD) in unstructured school settings generally occurs at very low levels, if at all. Although many interventions improve peer socialization, generalization and maintenance of such gains when interventions are faded are typically low. The present study employed a multiple baseline design…
Descriptors: Elementary School Students, Socialization, Inclusion, Autism
Feldman, Eileen Klein; Matos, Rosy – Journal of Positive Behavior Interventions, 2013
To support children with autism in inclusive classrooms, schools are increasingly utilizing paraprofessionals. However, research suggests that paraprofessionals often lack sufficient training and may inadvertently hinder the social interactions between children with disabilities and their peers. This study used a multiple baseline across…
Descriptors: Autism, Inclusion, Peer Relationship, Social Development
McCarville, Edel – ProQuest LLC, 2013
Individuals with High Functioning ASD's (HFA) often have difficulties with adaptive functioning. Due to these deficits in independent functioning, many individuals with High-Functioning ASD's have limitations in adulthood. This study investigated if individuals with HFA would have a greater likelihood of learning independent adaptive daily living…
Descriptors: Peer Teaching, Mentors, Autism, Pervasive Developmental Disorders
Rovito Gomez, Tina – ProQuest LLC, 2010
Autism spectrum disorders are characterized in terms of behavioral deficits in areas of social behavior and language development. A failure to attend to the faces of others is the single best discriminator between 1-year-old children later diagnosed with an autism spectrum disorder (ASD) and those with typical development. Attending to the face of…
Descriptors: Stimuli, Social Behavior, Autism, Generalization
Lerner, Matthew D.; Mikami, Amori Y. – Focus on Autism and Other Developmental Disabilities, 2012
This study examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social performance- and knowledge-training. A total of 13 youth with autism spectrum disorders were randomly assigned to 4 weeks of 1-day/week SDARI or…
Descriptors: Intervention, Autism, Interpersonal Competence, Pervasive Developmental Disorders
Charlop, Marjorie H.; Gilmore, Laura; Chang, Gina T. – Journal of Special Education Technology, 2009
The present study assessed the effects of video modeling on acquisition and generalization of variation in the conversational speech of two boys with autism. A video was made showing several versions of several topics of conversation, thus providing multiple exemplars of each conversation. Video modeling consisted of showing each child a video…
Descriptors: Play, Autism, Generalization, Video Technology
Schrandt, Jessica A.; Townsend, Dawn Buffington; Poulson, Claire L. – Journal of Applied Behavior Analysis, 2009
The purpose of this study was to teach empathetic responding to 4 children with autism. Instructors presented vignettes with dolls and puppets demonstrating various types of affect and used prompt delay, modeling, manual prompts, behavioral rehearsals, and reinforcement to teach participants to perform empathy responses. Increases in empathetic…
Descriptors: Puppetry, Autism, Generalization, Empathy
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