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Descriptors:
Early Intervention; Autism; Toddlers; Pervasive Developmental Disorders; Family Involvement; Family Programs; Educational Environment; Student Participation; Developmental Stages; Student Diversity; Program Effectiveness; Active Learning; Literature Reviews

Abstract:
This review examines how recommended practices for toddlers with autism spectrum disorders (ASD) are integrated into interventions in the first generation of research targeting toddlers with ASD. The purpose was not to review intervention effectiveness, which is addressed in other reviews; rather, it was to assess reported intervention methods in relation to principles distilled from early intervention policy and validated practice guidelines for toddlers and families. These principles include family-centered and family-supportive practice, natural environments, promotion of active child participation in learning, and functional and systematic practices that consider developmental readiness and unique variations in learning. A small minority of reported interventions (5 of 27) fully addressed each principle, revealing a substantial gap between principles and intervention research practices. The most pronounced gaps concerned natural/inclusive environments and family-centered/family-supportive practices. Recommendations for future research are presented. (Contains 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; 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; 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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