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Descriptors:
Autism; Psychologists; Psychopathology; Clinical Psychology; Counselor Role; Pervasive Developmental Disorders; Symptoms (Individual Disorders); Comorbidity; Cognitive Ability; Children; Stress Variables; Parents; Counseling Effectiveness

Abstract:
Alongside the increased prevalence of autism spectrum disorders (ASD), there is a greater likelihood of clinical psychologists having a role in the treatment of children with these disorders. Population heterogeneity with respect to ASD-specific symptomatology, comorbid medical and psychiatric issues, level of cognitive functioning, and presence of adaptive behaviors, all add to the complexity of providing treatment to this population. Consequently, psychologists often find themselves in multiple roles in order to effectively manage treatment for children with ASD and their families. The purpose of this article is to increase awareness of three major roles for clinical psychologists working with this population: assisting families with treatment coordination, identifying and treating comorbid psychopathology, and addressing parental stress. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Autism; Imitation; Human Body; Social Behavior; Children; Correlation; Pervasive Developmental Disorders; Comparative Analysis; Eye Movements

Abstract:
The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social orienting in both groups, replicating previous results with greater precision through the use of eye-tracking technology. Additionally, results supported the novel hypothesis that social orienting and imitation would be positively correlated in the ASD group, but not in the TD group. Joint attention and imitation were not significantly correlated in either group. Through the use of objective and automated eye gaze measurement more precise information is provided concerning the relation among commonly impaired social behaviors in children with ASD. (Contains 2 tables and 2 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:
Anxiety Disorders; Autism; Asperger Syndrome; Pervasive Developmental Disorders; Males; Cognitive Restructuring; Behavior Modification; Psychoeducational Methods; Reinforcement; Intervention; Children; Therapy

Abstract:
Anxiety disorders, including social phobia, occur often in children with autism spectrum disorders (ASD; Gillott, Furniss, & Walter, 2001; Leyfer et al., 2006; Simonoff et al., 2008); however, little is known about the conceptualization and treatment of social phobia in this population. The current study presents the case of "James," a 6-year-old male with comorbid Asperger's disorder and social phobia. A cognitive-behavioral treatment (CBT) package, including parent training, psychoeducation, graduated exposure, and reinforced practice, was implemented to decrease avoidance behaviors in social settings. Results showed that James's avoidance behaviors were reduced significantly following intervention, suggesting that a CBT approach may be effective in treating social phobia in children with ASD. The significant influence of CBT on decreasing avoidance behavior in comorbid social phobia and ASD highlights the need for continued investigation of adapting CBT for use with children with ASD. (Contains 4 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:
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:
Socialization; Autism; Young Children; Adjustment (to Environment); Interpersonal Relationship; Program Effectiveness; Interaction; Social Behavior; Pervasive Developmental Disorders; Evaluation Methods; Test Validity; Child Behavior; Interpersonal Competence; Measurement Techniques

Abstract:
Many treatment programs for individuals with an autism spectrum disorder (ASD) target social skills, and there is growing attention directed toward the development of specific interventions to improve social skills and social interactions in this population (Hestenes & Carroll, 2000; Strain & Hoyson, 2000). However, there are limited tools available to assess social skills in children with ASD. Furthermore, there are even fewer designed to assess response to intervention. The focus of the current study was to examine the convergent, criterion, and incremental validity of a new measure designed to assess the development of social interaction skills in individuals with ASD; namely, the Behavioral Assessment of Social Interactions in Young Children (BASYC; Gillis, Callahan, & Romanczyk, 2010). A total of 44 individuals with ASD participated in this study (mean age was 7 years 11 months; range was 2-12 years old). The BASYC demonstrated convergent validity with the Social Approach subscale of the Pervasive Developmental Disorders Behavior Inventory (PDDBI; Cohen & Sudhalter, 2005) and criterion-related validity with the Socialization domain of the Vineland Adaptive Behavior Scales-II (VABS-II; Sparrow, Cicchetti, & Balla, 2005). One of the two BASYC subscales demonstrated incremental validity over the PDDBI in predicting variability in the VABS-II Socialization domain. The results of this research provide further support for the clinical utility of the BASYC as a measure of social interaction skills in individuals with ASD. (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:
Social Behavior; Autism; Antisocial Behavior; Young Children; Measures (Individuals); Psychometrics; Interpersonal Competence; Pervasive Developmental Disorders; Comparative Analysis; Test Validity; Screening Tests; Disability Identification

Abstract:
There are a limited number of assessments available to examine social skills deficits in young children with Autism Spectrum Disorders (ASDs). The Behavioral Assessment of Social Interactions in Young Children (BASYC) was developed as a direct assessment of social deficits in young children with ASD relative to children without ASD. The BASYC is a semi-structured assessment designed to be administered by clinicians and teachers working with children with a possible ASD. The purpose of this study was to determine whether the BASYC discriminates social behaviors between children with and without ASD. There were 77 participants (n = 48 children with ASD; n = 29 children without ASD) in this study. Scores on the BASYC significantly predict group membership. Sensitivity and specificity of the BASYC was 0.977 and 0.871, respectively. Item discrimination indices revealed that the majority of items on the Social Responsivity scale discriminated well between groups; however, this was not the case for the Social Initiation scale. Although additional research is required, the BASYC is currently an instrument that is easy to administer, discriminates well between children with and without ASD based on social behaviors and may assist in goal planning and monitoring of social skills treatment progress. (Contains 4 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; Imitation; Children; Research Methodology; Classification; Definitions

Abstract:
Several authors have suggested that children with autism are impaired in their ability to imitate others. However, diverse methodologies, contradictory findings, and varying theoretical explanations continue to exist in the literature despite decades of research. A comprehensive account of imitation in children with autism is hampered by the lack of a consistent and operational definition of imitation and other more simplistic forms of copying behavior. Failure to adopt specific definitions of imitative behavior and tasks capable of distinguishing between various types of copying behavior may be at the root of contradictions across studies of imitation and the lack of a unified theoretical account of the "imitation deficit" in autism. The current state of imitation research in children with autism is discussed, and specific recommendations are suggested regarding the adoption of a comparative taxonomy of imitation, a standardized methodology across researchers, and a standardized imitation battery for children with autism. (Contains 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:
Autism; Physicians; Family Practice (Medicine); Screening Tests; Health Promotion; Pervasive Developmental Disorders; Pediatrics; Disability Identification; Surveys; Child Development; Incidence; Barriers

Abstract:
Since 2000, there has been an increasing emphasis on screening for autism spectrum disorders (ASD) during well-child visits (P. A. Filipek et al., 2000; C. P. Johnson & S. M. Myers, 2007). Pediatricians surveyed in 2 mid-Atlantic states reported extremely low rates of screening for ASD (8% of participants) in comparison with higher rates of general developmental screening (80%; S. dosReis, C. L. Weiner, L. Johnson, & C. J. Newschaffer, 2006). The current study was an extension of the study by S. dosReis et al and targeted a different geographic area (i.e., southern states). Both pediatricians and family physicians were recruited to participate in the survey by using paper-pencil and online survey methods. Results revealed a high rate of general developmental screening for both pediatricians and family physicians. Despite participants' acknowledgment of increased prevalence rates of ASD, low rates of screening for ASD were reported (28%) and important barriers were identified. In light of these results, alternative and creative solutions to improve screening practices 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:
Intervention; Incidence; Autism; Fear; Pervasive Developmental Disorders; Children; Medical Services; Reinforcement; Behavior Modification; Males; Child Health; Cognitive Restructuring; Observation; Child Behavior; Program Effectiveness; Comparative Analysis

Abstract:
Children with autism spectrum disorders (ASD) have a high prevalence of specific fears, including fear of general medical procedures, but research on the treatment of medical fears has been limited. Two studies are described in this article. The first study involved an assessment of the prevalence of fears associated with physical exams. Caregivers reported that a large proportion of children with ASD demonstrated obvious medical fears. An evaluation of a behavioral intervention designed to address these fears constituted the second study. Graduated in vivo exposure accompanied by reinforced practice and modeling decreased fear-related avoidance behavior in all participants, with 83% of participants completing the intervention successfully. (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:
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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