Abstract: One of the interventions, of which effectiveness in the teaching of social skills has been examined in autism literature in recent years, is teaching with cool versus not cool. In this study, it was aimed to examine the effectiveness of teaching with cool versus not cool in the teaching of social skill ("Coping with inappropriate…

Research suggests that high school aged individuals with developmental disabilities are at a higher likelihood of lacking the prosocial behaviors necessary for successful transition into post high school life and a work environment. Decreased vocational success often leads to increased likelihood of mental health issues for individuals with…

Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling (VM) has the potential to…

Observational learning (OL) is critical for the acquisition of social skills and may be an important skill for learning in traditional educational settings. Although OL occurs during early childhood in the typically developing population, research suggests that it may be limited in children diagnosed with autism spectrum disorder (ASD). The…

The ability to engage in positive social interactions is an important goal for young children with developmental disabilities (DDs). Peer-mediated intervention (PMI), one category of interventions often employed with those who show social skill deficits, involves use of typical peers who live model appropriate behaviors. A second frequent category…

Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents.…

Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents.…

Social stories play a significant part in the teaching skills and behaviors to children with ASD who lack social skills. The purpose of this study is to analyze studies in which social stories were used for teaching social skills to individuals with Autism Spectrum Disorders (ASD). The present study includes a descriptive review and meta-analysis…

Social skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of…

The study evaluated the effectiveness of a social skills intervention program with two groups of three preschool hearing impaired children (differing in communication mode). Among results were an increase in positive peer interaction, generalization of positive interaction to free play, but decreased positive interaction when intervention ceased.…

A study reviewed 16 studies that investigated the effects of interventions designed to increase early social communicative skills of young children with autism by increasing their role as initiator of social interactions. Positive changes were reported for social and affective behaviors. Limited generalization or maintenance of target behaviors…

The purpose of this action research project was to improve the social skills of eight preschool students and four first grade and second grade students through the use of Social Stories and visual supports to create a more positive learning environment. The teacher researchers wanted to increase the social skills of students who had been diagnosed…

This study conducted a descriptive analysis of the research literature on teaching social skills to youth with behavioral disorders. Analysis focused on studies which used a single-subject research design. The 22 articles, representing 38 separate studies, were analyzed in terms of: (1) nature of independent variables; (2) distribution of…

Generalization probes conducted preceding and following social skills training (using a game format) of high school students with mild mental retardation found acquisition of social skills across game conditions. Although immediate generalization to nontraining environments did not occur, a possible "deferred generalization" effect was found at…

Three high-school students with severe disabilities were taught to initiate and maintain a conversation independently across a variety of school settings with nonhandicapped students as communication partners. The conversation initiation and "turntaking" skills generalized to conversation opportunities in other settings and with other…