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Descriptors:
Homework; Autism; Academic Achievement; Tutoring; Middle School Students; Task Analysis; Student Behavior; Disabilities; Behavior Problems; Adolescents; Teaching Methods; Behavior Modification; Educational Strategies

Abstract:
As research has suggested, success with homework tasks directly relates to overall academic achievement (Coutts, 2004). In addition, homework provides a venue for developing organizational skills that become necessary as students learn to self-manage. Thus, the importance of developing homework strategies that support both student achievement and independence are essential. While literature on homework focuses on homework completion guidelines, home tutoring programs, and specific intervention packages for improving homework accuracy (Cancio, West, & Young, 2004), there is little research related to homework for students with disabilities. Deficits in organization and problem-solving skills may lead to frustration and problem behaviors (Myles, Ferguson, & Hagiwara, 2007). When considering the task of homework, the challenges that directly affect students with autism spectrum disorder (ASD) in the school setting are likely to affect them in the home setting as well. This may be especially important for young adolescents who are increasingly asked to be independent learners. For students like Tom, challenges with homework have not only impacted his academic performance, but his relationships in the home setting as well. (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:
Models; Logical Thinking; Autism; Professional Development; Pervasive Developmental Disorders; Teacher Competencies; Program Evaluation; Outcomes of Education; Program Effectiveness; Goal Orientation

Abstract:
Given the substantial increase in the numbers of students identified with an autism spectrum disorder, it is imperative that effective training for classroom teachers, administrators, and other support staff be undertaken to increase the capacity within schools to effectively educate these students. Although many professional development programs exist, the outcomes of these programs are seldom evaluated. This article discusses the benefits of using a logic model framework to develop and measure the outcomes of professional development programs. The article discusses two main types of goals that need to be developed and included in such evaluations: (a) knowledge, awareness, and perception goals and (b) action goals. This article presents detailed information about the use of logic models in training program evaluations and gives examples of how program elements can be planned, presented, and evaluated in light of the utility of logic models. (Contains 1 figure 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:
Educational Strategies; Autism; Pervasive Developmental Disorders; Teaching Methods; Special Needs Students; Models; Video Technology; Intervention; Barriers; Educational Technology; Teacher Competencies; Student Behavior; Behavior Modification; Interpersonal Competence

Abstract:
Video-self modeling (VSM) is an effective but underused instructional strategy for youth on the autism spectrum. The authors present VSM in the context of strength-based educational programming for youth on the autism spectrum. The authors summarize research studies investigating VSM with youth on the autism spectrum in school settings and discuss common obstacles to the implementation of video-based interventions in schools. The authors conclude by providing applied examples detailing how to conduct VSM interventions in schools. These applied examples include interventions that require minimal time and editing proficiency on the part of educators. (Contains 2 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; Program Effectiveness; Interpersonal Competence; Teaching Methods; Social Development; Pervasive Developmental Disorders; Skill Development; Prosocial Behavior; Delivery Systems; Outcomes of Treatment; Behavior Problems; Antisocial Behavior; Intervention; Prompting

Abstract:
Social skills training (SST) is a topic of great importance in the field of autism as social skill deficits are a prominent feature of autism spectrum disorders (ASD). Improving and/or facilitating the acquisition and performance of social skills across multiple settings should be the primary purpose of SST. Unfortunately, few children receive SST as an integral part of their treatment and educational programming. To make matters worse, those youth who are receiving SST may not be benefitting from the programming. This article focuses on how to implement systematic social skills programming and outlines a program that systematically delivers social skills instruction to children with ASD. The article discusses the structure, format, procedures, and methods used at the Social Skills Research Center (SSRC) to teach social skills and measure the social outcomes of youth with ASD. The primary purpose of the article is to provide a model for practitioners seeking to deliver systematic social skills programming to children with ASD. The collective outcomes of children participating in the SSRC program over the course of a 15-month period are presented. The purpose of presenting these data is to provide an example of how to use data to evaluate overall program effectiveness and to make programming modifications. The article concludes with a discussion of clinical observations gleaned from the analysis of these data. (Contains 6 figures and 1 table.) 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; Autism; Young Children; Interpersonal Competence; Videotape Recordings; Interpersonal Relationship; Evaluation Methods; Validity

Abstract:
An emerging body of research demonstrates the effectiveness of video self-modeling (VSM) in addressing social, communication, and behavioral functioning of children with autism spectrum disorders. The primary purpose of this study was to examine the benefits of a VSM intervention in increasing the social engagement of young children with autism spectrum disorders. The study expands previous research on VSM by measuring social interactions with same-aged peers in a natural setting rather than with adults in a controlled clinical setting. Intervention and maintenance effects were measured in addition to the social validity of the VSM procedure. The results of the VSM intervention are provided, and implications for practice and future research are discussed. (Contains 1 figure and 1 footnote.) 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; Autism; Interpersonal Competence; Meta Analysis; Pervasive Developmental Disorders; Instructional Effectiveness; Children; Adolescents; Generalization; Comparative Analysis

Abstract:
Social skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of non-overlapping data points. The results suggest that social skills interventions have been minimally effective for children with ASD. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for school personnel are discussed. Finally, the results are compared to the outcomes of similar meta-analyses involving social skills interventions with other populations of children. 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:
Psychometrics; Profiles; Intervention; Validity; Autism; Interpersonal Competence; Measures (Individuals); Children; Adolescents; Test Reliability; Antisocial Behavior; Pervasive Developmental Disorders

Abstract:
There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents with autism spectrum disorders (ASD). The "Autism Social Skills Profile" (ASSP) is a new assessment tool that provides a comprehensive measure of social functioning in children and adolescents with ASD. The ASSP was designed to assist with intervention planning and to provide a measure of intervention outcomes. This study provided a preliminary analysis of the psychometric properties of the ASSP to determine the underlying structure, or subscales, of the instrument. Results indicate that the ASSP has excellent psychometric properties with respect to internal consistency, test-retest reliability, and concurrent validity. Results suggest that the ASSP contains three subscales, labeled Social Reciprocity, Social Participation/Avoidance, and Detrimental Social Behaviors. 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:
Interpersonal Competence; Adolescents; Multiple Regression Analysis; Anxiety; Autism; Pervasive Developmental Disorders; Social Behavior; Interpersonal Relationship; Psychological Patterns; Arousal Patterns; Predictor Variables

Abstract:
The present study examined factors contributing to the development of social anxiety in adolescents with autism spectrum disorders (ASD). In particular, the study examined the contribution of social skill deficits and physiological hyperarousal to the development of social anxiety in individuals with ASD. Forty-one adolescents with high-functioning ASD participated in the study. The results of a multiple regression analysis suggest that the proposed model (i.e., the combination of social skills and physiological arousal) is a significant predictor of social anxiety in this sample. A developmental pathways model is proposed that identifies potential predisposing or protective factors that may contribute to the development, protection, or remediation of social anxiety in adolescents with autism. 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:
Early Intervention; Early Childhood Education; Teaching Methods; Young Children; Cognitive Development; Autism; Outcomes of Education; Parent Education; Child Development; Services; Delivery Systems; Social Development; Emotional Development

Abstract:
This study investigated families of children with autism spectrum disorders using early intervention and early childhood services, as well as the perceived efficacy and developmental outcomes related to the services and service delivery methods. Results indicated that a variety of recommended practices are not being used by families and interventionists and that intensity of engagement is less than suggested. Parents indicated that parent training was the most effective service in contributing to their child's growth. Significant, yet small, correlations were found between several intervention services/service delivery models and developmental outcomes across areas, including social, emotional, and cognitive development. The importance of assessing social validity related to outcomes is addressed, as are potential implications for service providers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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