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| Social Skills Deficits in Autism and Asperger’s Disorder: Client Characteristics Affecting Choice of Intervention |
| Saturday, May 29, 2004 |
| 4:00 PM–5:20 PM |
| Back Bay B |
| Area: AUT/DDA; Domain: Applied Research |
| Chair: Jennifer M. Gillis Mattson (SUNY at Binghamton) |
| Discussant: Raymond G. Romanczyk (SUNY at Binghamton) |
| Abstract: . |
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| The Challenge of the Nonverbal Client with Autism |
| SARA WHITE (SUNY at Binghamton), Jennifer M. Gillis Mattson (SUNY at Binghamton) |
| Abstract: Approximately 40% of individuals with autism are nonverbal. In combination with the central social interaction deficit, children with autism, who are also nonverbal, present a very significant challenge to the clinician. Often such nonverbal individuals are underserved by clinicians as it is often mistakenly assumed that the needs of such clients are “educational.”
This paper will present an overview of the assessment, conceptualization, and intervention issues unique to this population. Focus will be placed upon the development of social skills. In addition, consideration of the underdiagnosis of specific phobias and social anxiety in this population will be addressed. Case examples and clinical protocol will be presented identifying the modifications of the “typical” behavioral approach that are necessary for this population. |
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| The Challenge of Selecting Appropriate Social Goals for Children with Asperger’s Disorder |
| STEPHANIE LOCKSHIN (The Institute for Child Development) |
| Abstract: Children with Asperger’s Disorder, because there is a relative absence of communication and cognitive impairment, often participate educationally in the typical school environment. However, this environment is extremely challenging because of the enormous importance of social interactions at all age levels. While motivation to engage in social interaction is not significantly impaired, the quality of social interaction is highly impaired.
This paper will discuss the paucity of information regarding effective strategies for selecting sequential goals for therapy and the specific process of intervention procedures. Perspective will be drawn from typical social development, the significant impairment in social “common sense” observed in these children, and the adaptation of structured behavioral group intervention procedures. Case studies will illustrate choice points in therapy and the difficult problem of generalization beyond the therapeutic setting. |
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| The Challenge of Peer Mediated Social Skills Training with Children with Autism |
| LINDA MATEY (The Institute for Child Development) |
| Abstract: Generalization of skills developed during therapy is particularly problematic for individuals with autism spectrum disorders. While generalization outside the therapy session is a concern for all clients, individuals with autism spectrum disorders, because of their specific deficits, amplify this problem.
In order to address this significant problem, in the context of developing appropriate social interaction skills, this paper will present the results of a peer mediated social skills training program for children with autism. It involves same age peers recruited from typical middle schools who are asked to serve as “buddies” to the children with autism. This approach was taken in an attempt to maximize generalization by utilization of peers who are uniquely qualified to provide appropriate models of typical child social interaction, provide normative feedback concerning acceptable behavior, and provide social support and motivation for continued interaction. By utilizing peers, generalization is enhanced. Data will be presented on a multi-year program that examines development of specific social skills and their utilization in the typical environment (home, school, and community). |
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