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ERIC Number: ED554635
Record Type: Non-Journal
Publication Date: 2012
Pages: 252
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-6027-4
A Best Practices Guide in Social Skills Training for Kindergarten Teachers of Children with High Functioning Autism Spectrum Disorder
Levine, Mandi Danielle
ProQuest LLC, Psy.D. Dissertation, Widener University, Institute for Graduate Clinical Psychology
This dissertation identifies social skills as the central treatment concern for young children with Asperger's Syndrome (AS)/High Functioning Autism Spectrum Disorder (HFASD) in an educational setting (Attwood, 1998; Macintosh & Dissanayake, 2006; Rao, Beidel, & Murray, 2008; Sansosti, 2010; Sansosti, Powell-Smith, & Cowan, 2010). It first explores the elements of the early identification process, as well as the therapeutic services provided in early childhood intervention (ECI) settings for AS/HFASD prior to entrance into the school system (Barrett. 2008; Boyd & Shaw, 2010; Bruder, 2010; Stahmer, Collings, & Palinkas, 2005). From here, the implications for kindergarten teachers upon receiving these youngsters from ECI programs are highlighted (McIntyre et al, 2006; Pianta & Kraft-Sayre, 2003; Sansosti, Powell-Smith, & Cowan, 2010). It then critically evaluates the current social skills interventions aimed at addressing these needs as a means to construct a best practices guide for kindergarten teachers. [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: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A