Social communication deficits are one of the defining features of autism spectrum disorder. In schools, social communication deficits are assumed to be due to a skill acquisition issue and remediated through social skills instruction; however, social skills instruction has been fairly criticized, particularly by those in the autistic community, as…

For students to learn, they must be present and engaged in school. As a result, absenteeism is a concern for all schools. Poor attendance is associated with a host of negative short- and long-term outcomes, such as academic failure, disengagement, leaving school, and problem behaviors in school and community. Despite the challenges, evidence…

Individuals with autism have difficulty with social skills across the lifespan. Few social interventions have been examined for older individuals with autism who also have significant intellectual disabilities (ID). Previous research suggests that reciprocal imitation training (RIT) improves imitation and social engagement in young children with…

Lack of spontaneous communicative initiations appears to be a consistent problem in individuals with a diagnosis of autism spectrum disorder (ASD; Fujiki & Brinton, 2009). Spontaneous communication is emitted at a much lower frequency compared to individuals with language impairment and typically developing persons. Deficits of spontaneity in…

Social interaction is a core deficit in individuals with autism spectrum disorder (ASD). Therefore, parents and teachers need effective interventions to support students with ASD. This synthesis provides a quantitative analysis of single-subject studies that examine interventions to support social interactions in children with ASD. Results suggest…

Students with high-functioning autism and/or Asperger Syndrome (HFA/AS) are characterized by difficulties with communication as well as impairments in social interaction skills. Students with HFA/AS have been shown to generate solutions that are lower quality (e.g., less socially appropriate) than those of their typical peers and also to have…

Objective: Depression is associated with poor social problem solving, and psychotherapies that focus on problem-solving skills are efficacious in treating depression. We examined the associations between treatment, social problem solving, and depression in a randomized clinical trial testing the efficacy of psychotherapy augmentation for…

This study explored the impact of a 4-week skills group intervention based on the principles of Dialectical Behavior Therapy (DBT) with a sample of adolescents attending a Disciplinary Alternative Education Program. This article provides a session-by-session overview of activities adapted from DBT-specified training modules of mindfulness,…

In this age of accountability, afterschool programs are increasingly held responsible for providing youth with quality care and education. Afterschool programs play a critical role in helping youth develop their intrapersonal and interpersonal skills, often by engaging them in activities in which they interact with their peers. Such activities…

Anxiety is a common co-occurring problem among young people with autism spectrum disorders (ASD). Characterized by deficits in social interaction, communication problems, and stereotyped behavior and restricted interests, this group of disorders is more prevalent than previously realized. When present, anxiety may compound the social deficits of…

How do you help students who "act out" or "shut down" due to academic frustration or whose social and emotional issues keep them from achieving success in school? Based on Project ACHIEVE, a nationally recognized model of school effectiveness and continuous improvement program, this book shows you how. Educators will find a pragmatic,…

Many students with Autism Spectrum Disorders (ASD) have delays learning to recognize emotions. Social behavior is also challenging, including initiating interactions, responding to others, developing peer relationships, and so forth. In this single case design study we investigated the relationship between use of computer software ("Mind Reading:…

Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use…

This study examined the efficacy of a systematic process for matching behavioral interventions to assessed function(s) of problem behavior with adults with developmental disabilities in a community-based day program. Previous applications of the technique were found to be effective with school-age students in classroom settings. Participants were…

Children with autism have deficits in social interaction, including the failure to engage in sharing responses. Four children with autism were taught a sharing response chain. The treatment package (manual guidance, auditory prompts, and contingent access to toy play and social interaction with the recipient instructor) was introduced successively…