Peer-Mediated Social Skills Training Program for Young Children with High-Functioning Autism.

Chung, Kyong-Mee; Reavis, Shaye; Mosconi, Matt; Drewry, Josiah; Matthews, Todd; Tasse, Marc J.

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Title: Peer-Mediated Social Skills Training Program for Young Children with High-Functioning Autism

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Title:	Peer-Mediated Social Skills Training Program for Young Children with High-Functioning Autism
Authors:	Chung, Kyong-Mee; Reavis, Shaye; Mosconi, Matt; Drewry, Josiah; Matthews, Todd; Tasse, Marc J.
Descriptors:	Program Effectiveness; Observation; Young Children; Positive Reinforcement; Communication Skills; Autism; Individual Characteristics; Interpersonal Communication; Communication Problems; Peer Teaching; Interpersonal Competence; Videotape Recordings; Feedback; Token Economy; Program Evaluation
Source:	Research in Developmental Disabilities: A Multidisciplinary Journal, v28 n4 p423-436 Jul-Sep 2007
More Info: Help Peer Reviewed:	Yes
Publisher:	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Date:	2007-00-00
Pages:	14
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	One of the most prevailing characteristics of children with autism is their deficit in social communication skills. The purpose of this study was to evaluate the effectiveness of a peer-mediated social skills training (SST) program combined with video feedback, positive reinforcement and token system in increasing social communication skills in young children with high-functioning autism. Four boys with high-functioning autism, ages 6-7 years, participated in the study. The social skills training, lasting 12 weeks, targeted six communication skills, selected after parent interviews and behavioral observation during a pre-training assessment period. One SST session was conducted each week, each session lasted 90 min and had six structured activities. The training effectiveness was evaluated through direct observation of a structured interaction period, using an observational coding system. Improvement was observed in three out of four children, although individual differences among children were seen for changes in two global scales as well as subscales. These results suggest that the social skills training was effective in improving social communication skills for some children with high-functioning autism. Clinical and research implications and future directions for social skills training as well as this study's limitations are discussed.
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ISSN:	ISSN-0891-4222
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Languages:	English
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Direct Link:	http://dx.doi.org/10.1016/j.ridd.2006.05.002

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