Measuring changes in social behavior during a social skills intervention for higher-functioning children and adolescents with autism spectrum disorder

Camilla M. McMahon, Laurie A. Vismara, Marjorie Solomon Friedman

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

The social behavior of children and adolescents with Autism Spectrum Disorder was evaluated weekly over 19 weeks of a social skills training program. Participants' vocalizations were coded as initiating, responding, or other (e.g.; self-talk). Participants' interactions were coded as dyadic peer interactions, dyadic leader interactions, interactions with a group of peers, interactions with a group of peer(s) and leader(s), or time spent by self. Over the course of the intervention, participants made fewer initiating and other vocalizations, more responding vocalizations, spent more time interacting with a group of peers, and spent marginally less time interacting with a leader. Gender, age, and intervention attendance effects on social behavior are also noted.

Original languageEnglish (US)
Article number1733
Pages (from-to)1843-1856
Number of pages14
JournalJournal of Autism and Developmental Disorders
Volume43
Issue number8
DOIs
StatePublished - Aug 2013

Fingerprint

Peer Group
Social Behavior
Education
Social Skills
Autism Spectrum Disorder

Keywords

  • Autism
  • Behavioral observation
  • Conversation
  • Intervention
  • Peer interaction
  • Social skills

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Medicine(all)

Cite this

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