NotesFAQContact Us
Search Tips
ERIC Number: ED545763
Record Type: Non-Journal
Publication Date: 2012
Pages: 131
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-1174-4
The Effects of Teaching Open-Ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence
Serpentine, Elizabeth C.
ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University
Social dysfunction has been called the most central and disabling feature of Asperger Syndrome (AS). Without intervention, individuals with AS do not outgrow deficits in the area of social skills. Implementing social skills interventions that improve an individual's social competence may help to prevent some negative outcomes associated with AS. However, there is a paucity of empirical research to support that individuals with AS can acquire social competence via direct instruction of social skills. To address this critical problem, the purpose of the current investigation was to develop, implement, and evaluate an instructional protocol to teach individuals with AS to ask open-ended partner-focused questions in social interactions with typically developing students (TDS), and to determine if this skill would improve the perception of communicative competence. A single subject multiple probe research design across three participants was implemented and was replicated across two additional participants. Each participant with AS was paired with one TDS participant to form a dyad. Data during baseline, instruction, and maintenance phases were collected within the dyad, while participants with AS were paired with a new TDS participant for data collection in the generalization phase. Participants with AS were taught an instructional program that included: (a) defining open-ended partner-focused questions and "rules" for asking open-ended partner-focused questions, (b) demonstrating how to ask open-ended partner-focused questions, (c) completing conversation strips by inserting and/or generating open-ended partner-focused questions, and (d) role-playing asking open-ended partner-focused questions. All participants increased use of open-ended partner-focused questions in 10-min conversations with typically developing students following approximately 3 to 4 hrs of instruction. Each participant with AS also generalized increased use of open-ended partner-focused questions to a 10-minute conversation with a new communication partner. Additionally, all five participants with AS maintained the ability to ask open-ended partner-focused questions for at least six weeks post-intervention. Finally, six TDS participants judged the participants with AS to be more competent conversation partners following instruction in the protocol. Results, clinical implications, and future research directions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A