Your search found 194943 results.

Descriptors:
Check Lists; Siblings; Socialization; Autism; Child Behavior; Adjustment (to Environment); Interpersonal Relationship; Interaction; Behavior Problems; Individual Characteristics; Interpersonal Competence; Children; Questionnaires; Age Differences; Correlation; Prosocial Behavior; Antisocial Behavior

Abstract:
There is very little known about how sibling characteristics may influence the social functioning of a child with an autism spectrum disorder (ASD). The current study utilized data from the Simons Simplex Collection (SSC; n=1355 children with ASD and 1351 siblings) to investigate this relationship. Phenotypic measures included (a) the "Autism Diagnostic Interview-Revised" (ADI-R), the "Autism Diagnostic Observation Schedule" (ADOS), and the "Vineland Adaptive Behavior Scales-II" (VABS-II) for the probands with ASD and (b) the "Social Communication Questionnaire" (SCQ), the "Social Responsiveness Scale" (SRS), the "Child Behavior Checklist" (CBCL), and the VABS-II for siblings. Sibling data were first analyzed collectively, then analyzed by "older" and "younger" groups, relative to the age of the proband with ASD. Significant correlations were observed between probands' and siblings' VABS-II socialization domain scores; additional associations were noted between (a) probands' VABS-II socialization domain scores and siblings' CBCL internalizing subscale scores when only younger siblings were analyzed, and (b) probands' ADOS Reciprocal Social Interaction (RSI) domain scores and the sibling SCQ scores when only older siblings were analyzed. These findings suggest that typically developing children may have a small yet meaningful influence on the prosocial development of their siblings with ASD. Limitations and future directions are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Video Technology; Autism; Identification; Program Effectiveness; Severity (of Disability); Scheduling; Behavior Problems; Pervasive Developmental Disorders; Literature Reviews; Behavior Modification; Children; Adolescents; Pictorial Stimuli; Self Control; Play; Skill Development

Abstract:
We reviewed studies implementing activity schedules to decrease challenging behavior of children with autism spectrum disorders (ASD). Systematic searches of electronic databases, journals, and reference lists identified 18 studies meeting the inclusion criteria. These studies were evaluated in terms of the effectiveness of activity schedules to decrease challenging behavior on the basis of forms and purposes of activity schedules, various settings in which the activity schedule was applied, severity of ASD diagnosis, and communication abilities of the participants. Activity schedules were implemented to decrease challenging behavior in 43 participants aged three to 18 years. Activity schedules included photographs, line drawings, and videos intending to promote self-regulation, independence, transitions, or play skills. Regardless of the form and intended purpose of the activity schedule, they proved effective in reducing challenging behavior in each of the reviewed studies. There was some variation in effectiveness of the activity schedules across settings, severity of ASD diagnosis, and communication abilities. Included studies are summarized and evaluated in terms of effectiveness across the aforementioned variables. Implications and suggestions for future research on the use of activity schedules to decrease challenging behavior are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

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

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Program Effectiveness; Intervention; Interpersonal Relationship; Autism; Pervasive Developmental Disorders; Adults; Interaction; Mental Retardation; Social Development; Story Telling; Genetic Disorders; Behavior Modification; Foreign Countries

Abstract:
Most research into the effectiveness of Social Stories has focused on children with Autism Spectrum Disorders (ASD). This study examines the use of Social Stories with four adults with learning disabilities and social communication impairments characteristic of ASD. This study employed an N = 1 multiple-baseline, across-participant, AB design with fade and maintenance probe stages. Each participant was involved in two Social Story interventions. The intervention and data collection was carried out by support staff who knew the participants. Results found that all target behaviours showed positive change during at least one phase of the study, although data indicated a return towards baseline levels across all behaviours into the probe phase. Social Stories had positive effect on improving social interaction in adults with social interaction impairments, even though this effect was short-lived. As the behaviours targeted were long standing, longer intervention which is context-specific may enable more permanent changes to occur. (Contains 4 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Autism; Imitation; Computer Simulation; Teaching Methods; Interaction; Professional Development; Pretests Posttests; Skill Development; Receptive Language; Expressive Language; Verbal Communication; Program Effectiveness; Generalization

Abstract:
Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program ("DTkid") to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff's ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Intervention; Secondary School Students; Interpersonal Relationship; Autism; Generalization; Mental Retardation; Participant Characteristics; Fidelity; Literature Reviews; Interpersonal Competence; Interaction; Peer Relationship; Individual Characteristics; Environmental Influences; Teaching Methods; Peer Teaching

Abstract:
We reviewed studies to identify strategies effective at increasing social interaction skills across a range of secondary school students with autism and/or intellectual disability who experienced limited peer interaction. We were particularly interested in identifying strategies that involved peers and were effective at increasing peer interaction beyond the instructional setting. We identified 13 intervention studies that we analyzed by (a) participant characteristics, settings, and outcomes measured; (b) effective instructional strategies, including role of peers and programming for generalization, related to generalized effects of social interaction interventions; (c) the relation of participant characteristics, type of intervention, and generalization effects; (d) social validation and treatment fidelity measures; and (e)methodological limitations. Findings allowed us to provide recommendations for future research and practice. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Interpersonal Competence; Autism; Interaction; Story Telling; Teaching Methods; Children; Early Adolescents; Pervasive Developmental Disorders; Skill Development; Generalization; Males; Asperger Syndrome

Abstract:
This study compared social stories and the teaching interaction procedure to teach social skills to 6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills with social stories and 18 social skills with the teaching interaction procedure within a parallel treatment design. The teaching interaction procedure resulted in mastery of all 18 skills across the 6 participants. Social stories, in the same amount of teaching sessions, resulted in mastery of 4 of the 18 social skills across the 6 participants. Participants also displayed more generalization of social skills taught with the teaching interaction procedure to known adults and peers. (Contains 6 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Interaction; Factor Analysis; Severity (of Disability); Interpersonal Competence; Genetic Disorders; Behavior Problems; Antisocial Behavior; Symptoms (Individual Disorders); Autism; Females; Children; Adolescents; Screening Tests; Communication Problems; Physical Disabilities; Questionnaires; Predictor Variables; Age Differences; Scores; Neurological Impairments

Abstract:
Background: While behavioural abnormalities are fundamental features of Rett syndrome (RTT), few studies have examined the RTT behavioural phenotype. Most of these reports have focused on autistic features, linked to the early regressive phase of the disorder, and few studies have applied standardised behavioural measures. We used a battery of standardised measures of behaviour and functioning to test the following hypotheses: (1) autistic behaviour is prominent throughout childhood in RTT; (2) autistic features are more salient in individuals with milder presentation; (3) severity of autistic behaviour is associated with a wider range of behavioural problems; and (4) specific "MECP2" mutations are linked to more severe autistic behaviour. Methods: Eighty "MECP2" mutation-positive girls with RTT (aged 1.6-14.9 years) were administered: (1) the Screen for Social Interaction (SSI), a measure of autistic behaviour suited for individuals with severe communication and motor impairment; (2) the Rett Syndrome Behaviour Questionnaire (RSBQ), covering a wide range of abnormal behaviours in RTT; (3) the Vineland Adaptive Behavior Scales (VABS); and (4) a modified version of the Rett Syndrome Severity Scale (RSSS). Regression analyses examined the predictive value of age and RSSS on autistic behaviour and other behavioural abnormalities. T-tests further characterised the behavioural phenotype of individual "MECP2" mutations. Results: While age had no significant effect on SSI or RSBQ total scores in RTT, VABS Socialization and "Composite" scores decreased over time. Clinical severity (i.e. RSSS) also increased with age. Surprisingly, SSI performance was not related to either RSSS or VABS "Composite" scores. Autistic behaviour was weakly linked with the RSBQ Hand behaviour factor scores, but not with the RSBQ Fear/Anxiety factor. Clinical (neurological) severity did not predict RSBQ scores, as evidenced by the analysis of individual "MECP2" mutations (e.g. p.R106W, p.R270X and p.R294X). Conclusions: Our data suggest that in RTT, autistic behaviour persists after the period of regression. It also demonstrated that neurological and behavioural impairments, including autistic features, are relatively independent of one another. Consistent with previous reports of the RTT phenotype, individual "MECP2" mutations demonstrate complex associations with autistic features. Evidence of persistent autistic behaviour throughout childhood, and of a link between hand function and social skills, has important implications not only for research on the RTT behavioural phenotype, but also for the clinical management of the disorder Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
School Role; Social Development; Emotional Development; Behavior Development; Outcomes of Education; Skill Development; Curriculum; Classroom Environment; Communication (Thought Transfer); Knowledge Level; Program Effectiveness; Program Evaluation; Intervention; Substance Abuse; Prosocial Behavior; Antisocial Behavior; Interpersonal Competence; Elementary Secondary Education; Foreign Countries; Meta Analysis; Comparative Education

Abstract:
To answer the question of whether teaching social and emotional skills to foster social-emotional development can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral (SEB) programs. The analyzed interventions had a variety of intended outcomes, but the increase in social skills and decrease in antisocial behavior were most often reported. Although considerable differences in efficacy exist, the analysis demonstrated that overall beneficial effects on all seven major categories of outcomes occurred: social skills, antisocial behavior, substance abuse, positive self-image, academic achievement, mental health, and prosocial behavior. Generally, immediate effects were stronger than delayed effects, with the exception of substance abuse, which showed a sleeper effect. Limitations of the analysis and moderators of the effectiveness of SEB programs in schools are discussed in the final section of the article. (Contains 7 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Autism; Social Cognition; Intervention; Adults; Pervasive Developmental Disorders; Social Development; Psychological Patterns; Behavior Modification; Literature Reviews; Program Effectiveness

Abstract:
Individuals with autism spectrum disorders (ASD) spend the majority of their lives as adults, and psychosocial interventions show promise for improving outcomes in this population. This research conducted a systematic review of all peer-review studies evaluating psychosocial interventions for adults with ASD. A total of 1,217 studies were reviewed, only 13 met inclusion criteria. The majority of studies were single case studies or non-randomized controlled trials, and most focused on applied behavior analysis or social cognition training. Effects of psychosocial treatment in adults with ASD were largely positive ranging from d = 0.14-3.59, although the quantity and quality of studies is limited. There is substantial need for the rigorous development and evaluation of psychosocial treatments for adults with ASD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website