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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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