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Roberts, Katrina; DeQuinzio, Jaime A.; Taylor, Bridget A.; Petroski, Jenna – Journal of Behavioral Education, 2021
With unemployment rates for adults with autism as high as 85%, it is important for young adults to learn necessary prevocational skills (e.g., interviewing) to help them succeed in their search for employment. There is little research showing that individuals with autism can be taught to respond appropriately during an interview to secure future…
Descriptors: Autism, Pervasive Developmental Disorders, Skill Development, Interviews
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Klefbeck, Kamilla – Scandinavian Journal of Educational Research, 2023
Enabling functional communication is critical for accessibility in school and society for all pupils. This systematic review analyzed the results of educational studies on developing communication skills for learners ([less than or equal to]21 years) with autism spectrum disorder and comorbid intellectual disability. Systematic database searches…
Descriptors: Students with Disabilities, Autism Spectrum Disorders, Intellectual Disability, Comorbidity
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Jyoti, Vishav; Lahiri, Uttama – IEEE Transactions on Learning Technologies, 2020
Children with autism spectrum disorder (ASD) are characterized by deficits in social communication, partly attributed to the inability to pick up cues from social partners using joint attention (JA) skill. These deficits have cascading adverse effects on language acquisition and the development of cognitive skills. Therapist-mediated JA…
Descriptors: Computer Simulation, Autism, Pervasive Developmental Disorders, Children
Hawbaker, Rebecca Marie – ProQuest LLC, 2018
Difficulty with many aspects of social interactions is a defining characteristic of Autism Spectrum Disorder (ASD). Video modeling (VM) has successfully improved a range of social skills for individuals with ASD in previous studies, but most often with simple social skills with young children. The current study used VMs scripted and recorded by…
Descriptors: Interpersonal Competence, Video Technology, Modeling (Psychology), Adolescents
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McNish, Barbara – BU Journal of Graduate Studies in Education, 2014
I became curious as to why the anger group "Just the Tip of the Iceberg" that I was facilitating was succeeding. The women are required to complete a 20-hour workshop and write a letter to the Court or to their worker, explaining what they have gained or learned in this process. I was interested to find out how the presentation of…
Descriptors: Psychological Patterns, Emotional Response, Nonverbal Communication, Workshops
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Castorina, Lia L.; Negri, Lisa M. – Journal of Autism and Developmental Disorders, 2011
This pilot investigation evaluated the effectiveness of siblings as generalisation agents in an 8-week social skills training (SST) program designed for boys with Asperger syndrome (AS). Twenty-one boys aged 8-12 participated in a SST group alone, with a sibling, or remained in a wait-list control group. After training, participants'…
Descriptors: Cues, Siblings, Asperger Syndrome, Males
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Horne, Pauline J.; Erjavec, Mihela – Journal of the Experimental Analysis of Behavior, 2007
Two experiments were conducted to investigate generalized imitation of manual gestures in 1- to 2-year-old infants. In Experiment 1, 6 infants were first trained four baseline matching relations (e.g., when instructed "Do this," to raise their arms after they saw the experimenter do so). Next, four novel gestures that the infants did not match in…
Descriptors: Evidence, Imitation, Infants, Generalization
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Polirstok, Susan Rovet; Houghteling, Lawrence – Journal of Early and Intensive Behavior Intervention, 2006
Children and adolescents with Asperger Syndrome are intellectually capable, rigid and often obsessive, adhere to stereotypic routines, demonstrate difficulties with pragmatic language and characteristically lack social skills. While the extent of these behaviors may wax and wane and vary by individual, they are in stark contrast with the high…
Descriptors: Asperger Syndrome, Adolescents, Skill Development, Interpersonal Competence