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El. knyga: Social Skills Teaching for Individuals with Autism: Integrating Research into Practice

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This book examines current trends and practices in social skills instruction for individuals with autism spectrum disorder (ASD), focusing on empirical support of current practices and for which populations such practices have been most frequently evaluated (e.g., ages, levels of functioning). It details key practices that may be implemented as social skills teaching strategies as well as the theoretical underpinnings of the teaching strategies, relevant empirical support, and a guide to utilization supported by the empirical evaluations. These guides to utilization are a practical tool for implementation of commonly evaluated social skills teaching strategies. In addition, the book describes limitations of social skills teaching and offers recommendations for future research and intervention strategies that may overcome its current limitations.







Key topics featured include:





Video modeling and social skills training for individuals with ASD. Behavioral skills training for ASD. Peer-mediated teaching of persons with autism. Social narratives of individuals with ASD.

Social Skills Teaching for Individuals with Autism is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in clinical child and school psychology, behavioral therapy/rehabilitation, social work, public health, and all interrelated disciplines.





 
1 Autism Spectrum Disorder
1(10)
Classification Criteria
1(2)
Etiology
3(1)
Prevalence
4(1)
Developmental Trajectories and Outcomes
5(2)
Proximal
5(1)
Distal
6(1)
Conclusion
7(1)
References
8(3)
2 What Are Social Skills?
11(12)
Socially and Culturally Dependent
12(1)
What Social Skills Are Not
13(1)
Outcomes of Social Behavior
14(1)
Proximal Outcomes
14(1)
Distal Outcomes
14(1)
Social Skills Deficits
14(2)
Teaching and Measuring
16(2)
Conclusion
18(1)
References
19(4)
3 Video Modeling
23(12)
Empirical Basis of VM
24(1)
Implementation Examples from the Literature
25(1)
Guide to Practice
26(2)
Learner Factors
26(1)
Stakeholder Factors
27(1)
Resource Factors
28(1)
Implementing Video Modeling
28(4)
Plan
28(1)
Permission
28(1)
Collaboration
29(1)
Operational Definitions
29(1)
Data Collection
29(1)
Logistics
30(1)
Filming
30(1)
Editing
31(1)
Implementation
31(1)
Intervention Evaluation
31(1)
Practical Case Example
32(1)
Conclusion
33(1)
References
33(2)
4 Behavioral Skills Training
35(14)
Components of BST
36(3)
Empirical Basis of BST
39(3)
Instruction
39(1)
Modeling
39(1)
Rehearsal
40(1)
Feedback
41(1)
Behavioral Skills Training
41(1)
Other Practical Considerations
42(1)
Practical Case Example
43(1)
Conclusion
44(1)
References
44(5)
5 Social Narratives
49(10)
Empirical Basis of Social Narratives
51(2)
Guide to Practice
53(3)
Practical Case Example
56(1)
Conclusion
57(1)
References
57(2)
6 Peer-Mediated Teaching
59(16)
Peer Modeling
60(1)
Peer Management
61(1)
Peer Initiation Training
62(1)
Identifying Peers
63(1)
Empirical Basis of Peer-Mediated Intervention
64(4)
General Effectiveness of Peer-Mediated Interventions
64(2)
Specific Outcomes
66(2)
Resources and Practical Guide
68(1)
Practical Case Example
69(1)
Conclusion
70(1)
References
71(4)
7 Antecedent Interventions
75(12)
Prompting and Cueing
76(1)
Visual or Activity Schedules
77(1)
Environmental Modifications
78(1)
Advantages of Antecedent Interventions
78(1)
Empirical Basis
79(2)
Empirical Examples
81(1)
Practical Case Example
82(2)
Conclusion
84(1)
References
85(2)
8 Manualized Social Skills Curricula
87(14)
Manualized Curricula Composition
89(1)
Example Manualized Social Skill Curricula
90(3)
Program for Education and Enrichment of Personal Skills (PEERS)
91(1)
Superheroes Social Skills
91(1)
Skillstreaming
92(1)
Lego® Club
92(1)
Empirical Basis
93(4)
Generalization
97(1)
Practical Case Example
97(1)
Conclusion
98(1)
References
98(3)
9 Self-Management
101(14)
Teaching Self-Management
106(1)
Advantages
106(1)
Empirical Basis of Self-Management
107(1)
Implementation Examples from the Literature
108(2)
Guide to Practice
110(2)
Practical Case Example
112(1)
Conclusion
113(1)
References
113(2)
10 Discrete Trial Teaching
115(12)
Critical Elements of DTT
116(4)
Discriminative Stimulus
116(1)
Response
117(2)
Consequence
119(1)
Empirical Support
120(2)
Practical Case Example
122(1)
Conclusion
123(1)
References
123(4)
11 Other Behavior Analytic Strategies
127(14)
Differential Reinforcement
128(3)
Chaining
131(3)
Practical Case Example
134(1)
Group Contingencies
135(3)
Conclusion
138(1)
References
139(2)
12 Practical Considerations
141(8)
Generalization
141(1)
Maintenance
142(1)
Narrow Focus
143(1)
Identification of Skills to Target
144(1)
Setting Specific Social Skills
144(1)
Social Skills and Autism
145(1)
Conclusion
146(1)
References
146(3)
Index 149
Keith C. Radley, Ph.D., BCBA-D, NCSP, is an Associate Professor in the Department of Educational Psychology at the University of Utah. He completed his doctoral training in educational psychology at the University of Utah in 2011. Dr. Radley is a licensed psychologist, board-certified behavior analyst, and nationally certified school psychologist. His research interests include social skills teaching and other supports for individuals with developmental disabilities, student behavior support in educational settings, and data collection, visualization, and analysis within single case design.

 

Evan H. Dart, Ph.D., is an associate professor in the Department of Educational and Psychological Studies at the University of South Florida. He graduated from the school psychology doctoral program at Louisiana State University in 2013. Dr. Dart is a licensed psychologist and a board-certified behavior analyst whose research interests include school-based interventions for students at-risk for behavioral disorders, behavior assessment methods, and the use of progress monitoring data to make decisions about student performance
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