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J Autism Dev Disord. 2008 Mar;38(3):581-91. Epub 2007 Nov 17.

Brief Report: measuring the effectiveness of teaching social thinking to children with Asperger syndrome (AS) and High Functioning Autism (HFA).

Author information

1
Speech, Language & Hearing Sciences, University of Arizona, Tucson, AZ, USA. pam.crooke@sjsu.edu

Abstract

This is the first report from a large multiple baseline single-subject design study of children with Autism Spectrum Disorders (ASD). This brief report examines effectiveness of teaching a social cognitive (Social Thinking) approach to six males with Asperger syndrome (AS) or High Functioning Autism (HFA). Data included are restricted to pre- post-treatment comparisons of verbal and non-verbal social behaviors. Structured treatment and semi-structured generalization sessions occurred over eight weeks. Results indicated significant changes from pre- to post- measures on both verbal/nonverbal "expected" and "unexpected" behaviors, significant increases in the subcategories of "expected verbal", "listening/thinking with eyes", and "initiations", and robust decreases in the subcategories of "unexpected-verbal" and "unexpected-nonverbal". Importance of social cognitive approaches for children AS and HFA is discussed.

PMID:
18026829
DOI:
10.1007/s10803-007-0466-1
[Indexed for MEDLINE]

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