Use of superheroes social skills with middle school‐age students with autism spectrum disorder.
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| Title: | Use of superheroes social skills with middle school‐age students with autism spectrum disorder. |
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| Authors: | Murphy, Ashley N., Radley, Keith C., Helbig, Kate A. |
| Source: | Psychology in the Schools. Mar2018, Vol. 55 Issue 3, p323-335. 13p. 2 Charts, 4 Graphs. |
| Subjects: | Superheroes, Autism spectrum disorders -- Social aspects, Autism spectrum disorders in children, Autism in children -- Social aspects, Autistic children, Social history |
| Abstract: | Abstract: The current study evaluated use of the Superheroes Social Skills program as a means of increasing social skill accuracy in adolescents with autism spectrum disorder. Participants included four Caucasian male students that were eligible for special education services within the autism category. Social skills training was presented twice weekly for 9 weeks. The results demonstrated that implementation of the intervention improved social skill accuracy within the training setting as indicated by visual analysis and nonoverlap of all pairs. Additionally, improvements in social skill accuracy during probes conducted within the classroom with typically developing peers was observed. Despite improvements in social skill accuracy in both settings, sociometric status of participants demonstrated little change from baseline to postintervention. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Abstract: The current study evaluated use of the Superheroes Social Skills program as a means of increasing social skill accuracy in adolescents with autism spectrum disorder. Participants included four Caucasian male students that were eligible for special education services within the autism category. Social skills training was presented twice weekly for 9 weeks. The results demonstrated that implementation of the intervention improved social skill accuracy within the training setting as indicated by visual analysis and nonoverlap of all pairs. Additionally, improvements in social skill accuracy during probes conducted within the classroom with typically developing peers was observed. Despite improvements in social skill accuracy in both settings, sociometric status of participants demonstrated little change from baseline to postintervention. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.22104 |
