Download Free Targeting Social Communication Impairments In Children With Autism Spectrum Disorders Through Self Management Book in PDF and EPUB Free Download. You can read online Targeting Social Communication Impairments In Children With Autism Spectrum Disorders Through Self Management and write the review.

The literature suggests that pervasive and persistent symptoms related to social communication are a hallmark of autism spectrum disorders (ASD). In addition to being core diagnostic symptoms of ASD, these symptoms relate to the extent to which children can engage in interactions that rely on social conversation skills. These pragmatic difficulties are commonly expressed in conversational exchanges that either lack the incorporation of personal narratives or incorporate personal narratives that are deficient or impoverished in nature. This is in contrast to neurotypically developing children who acquire personal narrative skills in early childhood and use these skills as an essential tool in their social interactions. The literature indicates that self-management strategies are effective in improving a range of social communication skills. The purpose of this study is to examine the effectiveness of a self-management intervention on improving social communication skills as defined by personal narrative production during social conversation in children with ASD. The research question was addressed through a nonconcurrent multiple baseline across participants experimental design. The results indicate that the use of self-management strategies led to (a) increases in personal narrative production, (b) improvements in quality of personal narratives through increased narrative detail, (c) improvements in synchronous discourse, (d) increases in linguistic productivity, and (e) improvements in overall verbal ratings of pragmatics during social conversation. Moreover, the findings suggest generalization of treatment gains to novel conversational partners. Results are discussed in terms of clinical and theoretical implications for social communication interventions for children with ASD, parent training, peer involvement, and assessment of meaningful outcomes through complementary social validity measures.
Children are being diagnosed with autism spectrum disorders at a staggering rate—as many as one in 110, according to some studies. To this sobering statistic add the familiar figures of the toddler disengaged from his peers, the middle schooler shunned in the lunchroom, and the adult struggling with social cues on the job, and professionals are faced with a mounting challenge: to assist and support young people with these disorders to ensure their successful transition to adolescence and adulthood. The first volume dedicated solely to its topic, Interventions for Autism Spectrum Disorders provides a comprehensive overview of programs currently in use. Contributors explore programs focusing on long-term outcomes, home- and classroom-based strategies, resilience training for parents, and pharmacological management of symptoms. Background chapters review issues in reliability and validity of interventions and evaluating treatment effectiveness. And an especially cogent chapter discusses the centrality of treatment integrity to best practice. Comprehensive programs and targeted interventions covered include: The Early Start Denver Model for young children. The TEACCH program for children, adults, and families. The Center for Autism and Related Disorders (CARD) and CARD eLearning. PROGress: a program for remediating and expanding social skills. Evidence-based strategies for repetitive behaviors and sensory issues. Self-regulation strategies for students with autism spectrum disorders. Interventions for Autism Spectrum Disorders is an essential resource for researchers, professionals/practitioners, and clinicians in a wide array of fields, including clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics.
"The AASIP program provides a comprehensive yet practical approach to teaching social communication skills across the life span to individuals with moderate to high functioning autism spectrum disorder and other diagnoses that result in social communication deficits ... This user-friendly workbook includes 16 chapters divided into two units for chi
ABSTRACTParent-Implemented Video Self -Management Targeting Nonverbal Pragmatics in Children with AutismbyKatherine JoAnne LevingerSocial deficits are considered a primary symptom of Autism Spectrum Disorder (ASD). This includes difficulties with pragmatics and social conversation. Many individuals with ASD display inappropriate nonverbal pragmatic behavior when engaging in social conversation about typical, age -appropriate topics. The current study employed a multiple baseline design across participants to assess the effects of a parent -implemented video self -management intervention to improve a child's nonverbal pragmatic behavior and reciprocal responding during social conversation. The study also assessed whether the intervention would result in collateral gains in parent affect and confidence, child affect, and parent -child synchronous engagement. Results indicated that the intervention was associated with increased percentages of appropriate nonverbal pragmatic behavior, as well as increased percentages of reciprocal responding, during social conversation. Collateral gains also occurred in child affect, parent affect and confidence, and parent -child synchronous engagement. Additionally, gains associated with the intervention generalized to new conversational partners and maintained over time.
A reference guide to autism spectrum disorders that provides an in-depth overview of the communication, language, social, and behavioral issues of autism spectrum disorders.
This volume analyzes recent technological breakthroughs in aiding children with autism spectrum disorder (ASD). Chapters offer practical guidance in such areas as assessment, treatment planning, and collaborative intervention. The book also presents findings on hardware and software innovations and emphasizes their effectiveness in clinical practices that are targeted to specific cognitive, social, academic and motor skill areas. In addition, it describes promising new deficit-reducing and skill-enhancing technologies on the horizon. Featured topics include: Developing and supporting the writing skills of individuals with ASD through assistive technologies. The ways in which visual organizers may support executive function, abstract language comprehension and social learning. Do-as-I’m-doing situations involving video modeling and autism. The use of technology to facilitate personal, social and vocational skills in youth with ASD. Evidence-based instruction for students with ASD. The use of mobile technology to support community engagement and independence. Technology and Treatment of Children with Autism Spectrum Disorder is an essential resource for clinicians and related professionals as well as researchers and graduate students across such disciplines as child and school psychology, rehabilitation medicine, educational technology, occupational therapy, speech pathology and social work.
For young children with autism spectrum disorder (ASD) and others who have challenges in interacting and communicating, early intervention is key--and parents can play a vital role. Developed through work with hundreds of families, this book presents engaging, evidence-based techniques for enriching your child's social communication skills (up to age 6). The strategies can be easily integrated into daily routines, such as meals, bathtime, bedtime, and playtime. Designed for use as part of a therapist-guided program, the manual has a convenient large-size format and includes 20 reproducible forms. You also get access to a companion website, where you can download and print the forms for repeated use and view video clips of parents using the techniques. Professionals who want to implement Project ImPACT should purchase the authors’ two-book set (ISBN 978-1-4625-3814-0), which includes this manual plus a coach's guide. New to This Edition *Reflects the latest research and the ongoing development of the authors' approach. *Even more user friendly; skills parents need to learn are simplified and streamlined. *Chapter on managing challenging behavior. *Numerous graphics to help you remember and use the strategies. *Appropriate for a broader range of children, including those without an ASD diagnosis.
Building a child's "social repertoire" for more effective autism treatment.
First published in 2003. Children's Friendship Training is a complete manualized guide for therapists treating children with peer problems. This unique, empirically validated treatment is the first to integrate parents into the therapy process to ensure generalization to school and home. Representing over twelve years of research, Children's Friendship Training presents the comprehensive social skills training program developed by these pioneering authors. Step-by-step interventions help children develop the skills to initiate mutually satisfying social interactions. These interactions can lead to higher regard within the peer group and the development of satisfying dyadic relationships that will, in turn, serve to enhance overall well being. Clinical and empirical rationales, illustrative case examples and parent handouts that educate parents and give specific guidelines for homework assignments are presented for each treatment module. Brief relevant reviews of the child development literature and selective reviews of assessment techniques and other approached to children's social skills training are presented to sufficiently acquaint therapists interested in implementing children's friendship training.
Impairments in social communication are one of the defining characteristics of individuals with autism spectrum disorders (ASD). However, there are only a handful of studies that investigate interventions to improve social conversation skills in adolescents with ASD. To address this gap in the literature, this study investigated the outcome of a self-management intervention to ask on-topic questions during naturalistic social conversation. To examine the effect of this novel intervention, a non-concurrent multiple baseline across participants design was employed. Three adolescents with ASD, ages 12, 13, and 15, participated in this study. The data supported that with intervention, the participants were able to increase the number of questions they initiated in conversation and improved in their ability to use question-asking to maintain a single topic of conversation. The intervention also resulted in a substantial increase in the percentage of participant utterances that contained a statement or question that maintained the topic and continued the conversation. Additionally, the participants decreased their use of minimal responses during conversation, suggesting that the participants were able to play a more active role in the conversation. Support for fading of the intervention and generalization to new conversational partners was found. Lastly, results from a social validity measure indicated that there were widespread gains in global pragmatic behavior when comparing conversations at baseline and generalization. The findings are discussed in relation to theoretical implications and clinical significance.