Among social skills that are core symptoms of autism spectrum disorder, turn-taking plays a fundamental role in regulating social interaction and communication. Our main focus in this study is to investigate the effectiveness of a robot-enhanced intervention on turn-taking abilities. We aim to identify to what degree social robots can improve…

Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs…

This study examined the efficacy of a computer-based social skills training program, "The Social Express." Independent researchers evaluated the program at both a school-wide level (Tier 1) and at a referred group level (Tier 2). The sample included third-, fourth-, and fifth-grade students in a Title 1 public school with a 100%…

Currently, the rate of individuals with autism spectrum disorder (ASD) is growing and further research is needed to understand what evidence-based practices are effective for this population. To contribute further to the already existing literature, the three studies expand on previous reviews and studies by adding information on whom these…

At Rushton Manor School, a small independent school in the South West of England, the proportion of young people with Autistic Spectrum Condition (ASC), a form of Social, Communication and Language Need (SCLN), was substantially higher than regional averages: 15% at the school versus 5.4% in primary schools and 8.7% in secondary schools regionally…

Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128…

This study tested the feasibility and initial efficacy of a cognitive-behavioral summer treatment (summerMAX[superscript yc]) for high-functioning young children, ages 4-6 years, with ASD (HFASD; without intellectual disability). The treatment was conducted 5 days per week, 6 h per day, over 5 weeks in the summer and included skills instruction…

To succeed in classrooms, students must possess emotional-regulation skills, engage in positive social interactions, and trust teachers. Students coming from backgrounds including poverty and trauma may not possess these, as chronic stress has been shown to lead to impulsivity, poor emotional-regulation skills, and lower executive functioning.…

Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3-5 years) with challenging behavior across 12 single-case studies, which…

There is a current and growing need for evidence-based practices aimed at improving the social skills of adults with intellectual disabilities (ID). Despite an abundance of research on strategies to improve the social skills of young children with ID, there is limited research on interventions aimed at improving prosocial behaviors of adults with…

We reviewed 12 studies in which the researcher taught problem-solving strategies, such as self-questioning and visual imagining, to children and adolescents with and without disabilities to facilitate the learning of math, spelling, play/social, and communication skills. We analyzed these studies in terms of types of problem-solving strategies,…

Through educational research over the last decade, effective practices have been identified for dealing with difficult and challenging behavior in schools. Still, in too many cases, the results of this research and the practices it suggests have not reached educators at the district or building level. The purpose of this booklet is to offer…

Tiered response models encourage a proactive approach to identification of social-emotional needs and intervention. However, schools experience barriers to adopting and implementing such models that use data to allocate interventions. The current study examines the utility of a universal social-emotional learning (SEL) screening system embedded in…

Multiple behavioral interventions for individuals with autism spectrum disorders have been established with adequate scientific evidence. Behavioral interventions, however, are cultural practices and often rely on home-school interactions for implementation. Little is known about intervention applicability and feasibility for cultural and…

Although social skills training for children with autism spectrum disorder (ASD) often addresses deficits in social communication, restricted and repetitive social behaviors are less frequently targeted in the literature. The present study evaluated a manualized social skills training program, modified to incorporate lag schedules of…