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Descriptors:
College Students; Asperger Syndrome; Young Adults; Statistical Analysis; Labeling (of Persons); Social Bias; Social Attitudes; Adults; Antisocial Behavior; Attitudes toward Disabilities

Abstract:
Currently, there is a paucity of literature on stigmatization of adults with Asperger's Disorder (AD). Therefore, this study examined whether young adults hold stigmatizing views towards individuals with AD and if that stigmatization is elicited by behaviors or labels. College students (N = 195) read one of six vignettes. A modified Social Distance Scale (Link et al. "1987") was used to assess stigmatization. A 2 x 3 analysis of variance revealed that the social behaviors commonly observed in AD significantly impacted stigmatization scores, while the label, "Asperger's Disorder," did not. These findings have important implications for future research, educating the public, providing support services, and treatment recommendations for individuals with AD. 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; Pervasive Developmental Disorders; Preschool Children; Skill Development; Interpersonal Competence; Social Development; Journal Articles; Literature Reviews; Outcomes of Treatment; Autism; Child Development

Abstract:
Social skill development is one of the primary areas of intervention for young children with Autism Spectrum Disorders (ASD). The purpose of this article was to conduct a retrospective review of social skills intervention research for preschool children with ASD. A review of 17 single-subject design studies from twelve journals (1999-2006) was conducted. We assessed information concerning the features of social skills interventions, the elements of single subject designs utilized across studies, and the overall success of interventions for social behaviors. A comparison with a review conducted by Vaughn et al. (2003) revealed some important common elements of interventions such as reinforcement, modeling and prompting, providing converging evidence from group design studies and single subject studies. (Contains 1 figure 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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