ERIC Number: EJ840251
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1074-2956
EISSN: N/A
Social Skills Interventions for Students with Asperger Syndrome and High-Functioning Autism: Research Findings and Implications for Teachers
Denning, Christopher B.
Beyond Behavior, v16 n3 p16-23 Spr 2007
More than a decade ago, Asperger syndrome (AS) was added to the "Diagnostic and Statistical Manual-4th Edition" (DSM-IV) (American Psychiatric Association [APA], 1994). Although there is much debate over the differentiation between high-functioning autism (HFA) and AS, social skills deficits are a hallmark of both disorders (Klin, 2000). These impairments have lifelong implications and have been linked to depression, limited job success, and poor relationships (Bernard, Harvey, Potter, & Prior, 2001; Gutstein & Whitney, 2002; Klin, Volkmar, & Sparrow, 2000; Venter, Lord, & Schopler, 1992). There is a great need for research-based practices and for placing this research into the hands of educators. Guidelines are also needed to ensure that effective practices are used. According to the National Research Council (2001, as cited in Sweeney & Hoffman, 2004), "Some approaches have been greeted with great enthusiasm initially, but have relatively quickly faded, in part because of their failure to demonstrate worthwhile effects" (p. 304). Numerous techniques have been shown to be effective for students with HFA and AS, and these studies begin to show teachers how to instruct students with HFA and AS in order to provide the best chance for social and lifelong success. This article examines the available research in social skills instruction as it relates to HFA and AS, and recommends practices to educators. (Contains 2 figures and 1 table.)
Descriptors: Autism, Asperger Syndrome, Interpersonal Competence, Intervention, Educational Research, Story Telling, Peer Teaching, Parent Education, Group Instruction, Cues
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A