NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ775116
Record Type: Journal
Publication Date: 2007
Pages: 2
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1540-7969
Social Skills that Are Not Always Social and Problems that Are Not Always Problems
Carr, Edward G.
Research and Practice for Persons with Severe Disabilities (RPSD), v32 n2 p110-111 2007
The best research studies are more noteworthy for the issues they raise than for the questions they answer. Being informative is good; being heuristic is better. The two papers under consideration are heuristic as well as informative. Thus, Wong, Kasari, Freeman, and Paparella (2007) provide an answer to the question of what might influence the successful teaching of certain key skills in children with autism. It appears that the nature of the skill (symbolic play versus joint attention), the teaching approach used (discrete trial training versus incidental teaching), and the specific child characteristics (developmental quotient) all influence degree of success. Likewise, Klin, Danovitch, Merz, Dohrmann, and Volkmar (2007) provide an answer to the question, what is the nature and significance of circumscribed interests in children with autism? It appears that high-functioning individuals with autism are extremely likely to have an obsessive interest in verbal learning and memorization of facts that may interfere with other activities pursued by themselves or with others. These findings raise two critical issues: (1) the centrality of social motivation; and (2) the possibility that not all "problems" need to be treated. In this article the author discusses these two critical issues for the field.
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Developmental Quotient