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Direct linkHochman, Julia M.; Carter, Erik W.; Bottema-Beutel, Kristen; Harvey, Michelle N.; Gustafson, Jenny R. – Exceptional Children, 2015
Although peer interaction takes on increased salience during adolescence, such social connections remain elusive for many high school students with autism spectrum disorder (ASD). This social isolation can be particularly prevalent within unstructured school contexts. In this study, we examined the effects of a lunchtime peer network intervention…
Descriptors: Peer Relationship, High School Students, Autism, Pervasive Developmental Disorders
Download full textHochman, Julia M.; Carter, Erik W.; Bottema-Beutel, Kristen; Harvey, Michelle N.; Gustafson, Jenny R. – Grantee Submission, 2015
Although peer interaction takes on increased salience during adolescence, such social connections remain elusive for many high school students with autism spectrum disorder (ASD). This social isolation can be particularly prevalent within unstructured school contexts.In this study, we examined the effects of a lunchtime peer network intervention…
Descriptors: Peer Relationship, High School Students, Autism, Pervasive Developmental Disorders
de Carlos Isla, Mercedes; Fortea, Inmaculada Baixauli – Child Language Teaching and Therapy, 2016
Children with Angelman syndrome (AS) exhibit significant social, communicative and cognitive difficulties. The aim of this case study was to describe the profile of communicative abilities of a child with AS, before and after the implementation of the Hanen program "More than Words" (MTW). Additionally, changes on the language directed…
Descriptors: Case Studies, Profiles, Program Implementation, Communicative Competence (Languages)
Gardner, Karen F.; Carter, Erik W.; Gustafson, Jenny R.; Hochman, Julia M.; Harvey, Michelle N.; Mullins, Teagan S.; Fan, Hannah – Grantee Submission, 2014
Supporting social interactions and positive peer relationships is an important element of comprehensive secondary education and transition programming. For many adolescents with autism spectrum disorders (ASDs), such social connections may be fairly limited apart from intentional programming. We examined the efficacy and social validity of peer…
Descriptors: Peer Relationship, Peer Influence, Interaction, High School Students
Social Skills Assessment in Young Children with Autism: A Comparison Evaluation of the SSRS and PKBS
Wang, Hui-Ting; Sandall, Susan R.; Davis, Carol A.; Thomas, Carnot James – Journal of Autism and Developmental Disorders, 2011
Impairment in the development of reciprocal social interaction and other social skills is one of the defining characteristics of Autism Spectrum Disorders (ASD). There is a need for assessment tools that will help guide social skills interventions and document outcomes. The purpose of this study was to examine the potential usefulness of two…
Descriptors: Autism, Construct Validity, Predictive Validity, Young Children
Hudley, Cynthia – New Directions for Evaluation, 2006
Direct observation in natural settings has been recognized for nearly a century as an important methodology to capture the nuances of children's behavior for research, clinical assessment, and program evaluation. These ecologically valid descriptive data complement more widely used behavior rating scales to evaluate the impact of intervention…
Descriptors: Intervention, Program Evaluation, Aggression, Observation
Johnson, Jeanne M.; Harrison, Katherine A. – 1990
A self-rating scale was used with five mothers of preschool children with language impairments to determine whether the mothers' directive interactional style could be changed to a nondirective style without modeling or correction. Preliminary results indicated that viewing a videotape of a play session between the mother and child and completion…
Descriptors: Behavior Change, Behavior Rating Scales, Interaction, Interaction Process Analysis
