ERIC Number: EJ787419
Record Type: Journal
Publication Date: 2008-Mar
Reference Count: 0
Brief Report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA)
Crooke, Pamela J.; Hendrix, Ryan E.; Rachman, Janine Y.
Journal of Autism and Developmental Disorders, v38 n3 p581-591 Mar 2008
This is the first report from a large multiple baseline single-subject design study of children with Autism Spectrum Disorders (ASD). This brief report examines effectiveness of teaching a social cognitive (Social Thinking) approach to six males with Asperger syndrome (AS) or High Functioning Autism (HFA). Data included are restricted to pre- post-treatment comparisons of verbal and non-verbal social behaviors. Structured treatment and semi-structured generalization sessions occurred over eight weeks. Results indicated significant changes from pre- to post- measures on both verbal/nonverbal "expected" and "unexpected" behaviors, significant increases in the subcategories of "expected verbal", "listening/thinking with eyes", and "initiations", and robust decreases in the subcategories of "unexpected-verbal" and "unexpected-nonverbal". Importance of social cognitive approaches for children AS and HFA is discussed.
Descriptors: Autism, Asperger Syndrome, Teaching Methods, Interpersonal Competence, Interpersonal Communication, Instructional Effectiveness, Antisocial Behavior, Prosocial Behavior, Verbal Communication, Nonverbal Communication, Pretests Posttests, Behavior Modification
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A