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| Teaching Social Skills to Individuals With Autism Spectrum Disorders |
| Sunday, May 28, 2017 |
| 3:00 PM–3:50 PM |
| Convention Center Mile High Ballroom 3C |
| Area: AUT |
| Instruction Level: Basic |
| Chair: Kate Doyle (University of Cincinnati) |
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| Social Scripts to Teach Conversation Skills to Young Adults Significantly Impacted by Autism Spectrum Disorder |
| Domain: Applied Research |
| KATE DOYLE (University of Cincinnati), Carla T. Schmidt (University of Cincinnati), Christina Carnahan (University of Cincinnati ), Kelly Garland (University of Cincinnati ) |
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| Abstract: While it is recognized in practice and research that Autism Spectrum Disorder (ASD) is a social communication disability, many of the efforts to increase social competency are targeted in the early intervention years. Thus, there is limited research regarding social competency interventions for young adults with Autism Spectrum Disorder. The goal of this research project was to study the effect of a script fading procedure on social interactions of young adults with significant Autism Spectrum Disorder. Social scripting and script fading have demonstrated that they are effective interventions to expand the language skills of young children. The aim of the current study is to extend this literature to include young adults with Autism Spectrum Disorder. A multiple baseline across subjects design was used to address the following research questions: Will the young adults with Autism Spectrum Disorder increase target conversation skills using written scripts? Will the script fading procedure be effective for young adults diagnosed with significant Autism Spectrum Disorder? Can the young adults generalize the skills to different settings and people after the scripting intervention is faded? Generalization across settings, peers, and materials was assessed. Maintenance skills were probed post intervention. Results reflect success with the script, yet variability with the script fading. |
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| Teaching Complex Social Skills Using Video-Based Group Instruction for Adolescents With Autism Spectrum Disorder |
| Domain: Applied Research |
| DAISY WANG (Autism Spectrum Therapies), Maysa Seregon (Autism Spectrum Therapies) |
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| Abstract: Social skills deficits are a key characteristic of autism spectrum disorder (ASD) and many social skills programs in community-based clinical settings take an eclectic approach. These programs often include discussions, role play, and group activities, leading to variable outcomes. A recent study documented a favorable outcome when using video modeling to teach complex social skills in a group setting. The current study seeks to replicate these findings and examine the effectiveness of using video-based group instruction for adolescents with autism. Participants were recruited from a community-based social skills training program in which they have participated for at least 1 year; video modeling had not been presented as an instructional strategy prior to this study. Preliminary results suggest that participants responded favorably and expediently to the video models, and the high levels of success were maintained to date. It is an encouraging first step. The author anticipates monitoring long-term maintenance, as well as generalization to natural settings, with the current group. The efficacy of video-based group instructions is currently under further investigation with the instruction of different complex social skills and with learners of different ages. |
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