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Descriptors:
Intervention; Autism; Interpersonal Competence; Pervasive Developmental Disorders; Social Development; Skill Development; Affective Behavior; Comparative Analysis; Knowledge Level; Program Effectiveness; Social Behavior; Generalization; Sociometric Techniques; Parent Attitudes; Friendship; Peer Relationship; Interaction; Family Environment; Males; Child Behavior; Symptoms (Individual Disorders); Severity (of Disability)

Abstract:
This study examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social performance- and knowledge-training. A total of 13 youth with autism spectrum disorders were randomly assigned to 4 weeks of 1-day/week SDARI or Skillstreaming. Groups were matched on parent and child demographics, and intervention staff training. Participants were assessed on social behavior during treatment sessions, peer sociometrics, staff-reported social skills, and parent-reported social skill generalization. Results indicated that both groups increased in reciprocated friendship nominations and staff-reported social skills. Relative to Skillstreaming participants, SDARI participants liked and interacted more with each other after a single session. However, Skillstreaming participants increased in peer liking and interaction over the course of the intervention; SDARI participants decreased slightly. Parents reported no change in social functioning at home. Implications for research and practice are discussed. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Regression (Statistics); Severity (of Disability); Age Differences; Pervasive Developmental Disorders; Questionnaires; Mothers; Children; Adolescents; Young Adults; Gender Differences; Intelligence Quotient; Verbal Communication; Scores; Premature Infants; Comparative Analysis; Interpersonal Competence

Abstract:
Between 2006 and 2010, two research-validated instruments, Social Communication Questionnaire (SCQ) and Social Responsiveness Scale (SRS) were filled out online by 4,188 mothers of Autism Spectrum Disorder (ASD) children, aged 4-21, as part of voluntary parental participation in a large web-based registry. Univariate and multivariate linear regression analysis (adjusted for child's sex, ability to verbalize, categorical IQ score, and fetal growth rate) demonstrated significantly higher SCQ and SRS scores for ASD children of both preterm (less than 37 weeks) and post-term (greater than 42 weeks) gestational age (GA) compared to ASD children of normal GA, thus indicating that both preterm and post-term children manifest increased ASD symptomatology. Normal GA at birth appears to mitigate the severity of autistic social impairment in ASD children. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Validity; Rating Scales; Ethnic Groups; Autism; Foreign Countries; Pervasive Developmental Disorders; Correlation; Symptoms (Individual Disorders); Gender Differences; Interpersonal Competence; Self Control; Clinical Diagnosis; Comparative Analysis; Children; Adolescents

Abstract:
We examined the interrelationships among symptoms related to autism spectrum disorders (ASD) using a large representative sample and clinical groups of children aged 6 to 11 and youth aged 12 to 18 years rated by parents (N = 1,881) or teachers (N = 2,171). The samples included individuals from the United States and Canada from the standardization and validity studies for the Autism Spectrum Rating Scales. A three-factor solution comprising Social/Communication, Unusual Behaviors, and Self-Regulation provided the best fit to the data and was replicated across parent and teacher ratings. High coefficients of congruence across sexes, raters, ethnic groups, and age groups and for clinical groups were obtained. Implications for understanding the symptoms related to ASD and their use in practice are provided. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Adolescents; Anxiety; Interpersonal Competence; Autism; Pervasive Developmental Disorders; Symptoms (Individual Disorders); Severity (of Disability); Outcomes of Treatment; Antisocial Behavior; Parents; Social Behavior; Program Effectiveness; Social Development

Abstract:
Anxiety is common among adolescents with autism spectrum disorders (ASD) and may amplify the core social disability, thus necessitating combined treatment approaches. This pilot, randomized controlled trial evaluated the feasibility and preliminary outcomes of the Multimodal Anxiety and Social Skills Intervention (MASSI) program in a sample of 30 adolescents with ASD and anxiety symptoms of moderate or greater severity. The treatment was acceptable to families, subject adherence was high, and therapist fidelity was high. A 16 % improvement in ASD social impairment (within-group effect size = 1.18) was observed on a parent-reported scale. Although anxiety symptoms declined by 26 %, the change was not statistically significant. These findings suggest MASSI is a feasible treatment program and further evaluation is warranted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Interpersonal Competence; Autism; Research Design; Video Technology; Skill Development; Severe Mental Retardation; Pervasive Developmental Disorders; Adults; Intervention; Peer Influence; Teaching Methods; Research Methodology

Abstract:
Social skills are important treatment targets for individuals with autism spectrum disorders (ASD) across the lifespan. However, few treatments are available for adolescents and adults with ASD who also have severe to profound intellectual disability (S/PID). Several social skill interventions have been described that may improve social skills in this population, including video modeling, developmental, peer-mediated, behavioral, and structured teaching interventions. However, significant challenges in research design and methodology exist across these studies. This paper reviews research examining social skill interventions for youth and adults with ASD and S/PID and points out weaknesses and challenges in this literature. We propose a developmental framework of adapting early childhood interventions for use with youth and adults with ASD and S/PID as one starting point for intervention development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Siblings; Autism; Pervasive Developmental Disorders; Generalization; Correlation; Intervention; Therapy; Case Studies; Behavior Modification; Children; Sibling Relationship

Abstract:
Having a brother or sister with an autism spectrum disorder (ASD) can significantly impact the life of a typically developing sibling. These relationships are generally characterized by less frequent and nurturing interactions than are evident in sibling constellations with neurotypical children or children with other developmental disabilities. One way to address this issue is to teach typically developing siblings skills to participate in a brother or sister's treatment. Including siblings in behavioral interventions is documented to be beneficial to both children, and is associated with generalization of skills for the sibling with ASD. Here we review this body of literature, present case examples from clinical practice, and make treatment recommendations for utilizing sibling-mediated behavioral approaches. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Modification; Behavior Problems; Children; Autism; Pervasive Developmental Disorders; Comparative Analysis; Selection; Intervention; Outcomes of Treatment

Abstract:
Offering children with autism spectrum disorders (ASD) choices between activities (e.g., working on math or English), instructional materials (e.g., using a pen or pencil), or environmental arrangements (e.g., where to sit) has been shown to reduce challenging behavior maintained by escape from task demands. However, the majority of research investigating choice-based interventions for challenging behavior has examined across-activity choices (i.e., choosing between activities) and relatively few studies have examined within-activity choice (i.e., choosing between instructional materials or environmental arrangements). The purpose of this study is to replicate and extend previous research on choice-based challenging behavior interventions by comparing the effects of across-activity choices and within-activity choices on the escape-maintained challenging behavior of 4 children with ASD. An alternating treatment design was embedded within the "B" phase of an ABAB design in which the "A" phase represented a no-choice baseline condition. Both choice formats resulted in less challenging behavior than the baseline condition for all participants. Across-activity choice resulted in less challenging behavior than within-activity choice for 3 participants. Implications for research and practice are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Play; Research and Development; Imagination; Peer Relationship; Models; Group Dynamics; Pervasive Developmental Disorders; Interpersonal Competence; Intervention; Adolescents; Children; Evaluation Methods

Abstract:
Peer-play experiences are a vital part of children's socialization, development, and culture. Children with autism face distinct challenges in social and imaginary play, which place them at high risk for being excluded by peers. Without explicit support, they are likely to remain isolated from peers and the consistent interactive play that encourages developmental growth. This article focuses on the theory and use of Integrated Play Groups (IPGs), which offer a comprehensive, research-based intervention that helps children on the autism spectrum engage in play with typical peers in regular social settings. The article examines the nature of play and the developmental and sociocultural problems it presents for children with autism. The authors describe IPGs, focusing on their conceptual design and the interventional approach to them called guided participation. They highlight innovative uses of IPGs for older populations and discuss Integrated Teen Social Groups. They summarize research and development efforts and discuss the implications of IPGs for the future. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attention Deficit Hyperactivity Disorder; Autism; Task Analysis; Maps; Executive Function; Short Term Memory; Clinical Diagnosis; Males; Children; Adolescents; Correlation; Comparative Analysis; Cognitive Processes; Pervasive Developmental Disorders

Abstract:
Attention-Deficit-Hyperactivity-Disorders (ADHD) and Autistic-Spectrum-Disorders (ASD) share overlapping clinical and cognitive features that may confuse the diagnosis. Evaluation of executive problems and planning dysfunction may aid the clinical diagnostic process and help disentangle the neurobiological process underlying these conditions. This study evaluates the planning function problems in 80 male children and adolescents diagnosed with ADHD and 23 male children and adolescents with ASD using the Zoo Map Task; both groups were comparable in terms of age and IQ. The relationship between planning function and other executive functions is also assessed. In comparison to the ADHD groups, ASD children presented more errors in the open-ended tasks; these planning function problems seem to be mediated by processing speed and motor coordination, however it does not seem to be mediated by other executive function problems, including attention, working memory or response inhibition. In the time for planning, an interaction between the specific subgroups and working memory components was observed. ADHD and ASD present with different patterns of planning function, even when other components of executive function are taken into account; clinical and educational implications are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Brain; Autism; Neurological Organization; Behavior; Diagnostic Tests; Children; Adolescents; Comparative Analysis; Pervasive Developmental Disorders; Brain Hemisphere Functions; Self Evaluation (Individuals); Child Development

Abstract:
This fMRI study investigated neural responses while making appraisals of self and other, across the social and academic domains, in children and adolescents with and without autism spectrum disorders (ASD). Compared to neurotypical youth, those with ASD exhibited hypoactivation of ventromedial prefrontal cortex during self-appraisals. Responses in middle cingulate cortex (MCC) and anterior insula (AI) also distinguished between groups. Stronger activity in MCC and AI during self-appraisals was associated with better social functioning in the ASD group. Although self-appraisals were significantly more positive in the neurotypical group, positivity was unrelated to brain activity in these regions. Together, these results suggest that multiple brain regions support making self-appraisals in neurotypical development, and function atypically in youth with ASD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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