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Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention.

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Title: Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention.
Authors: Dart, Evan H. (AUTHOR), Radley, Keith C (AUTHOR), Helbig, Kate A. (AUTHOR), Salvatore, Chelsea (AUTHOR)
Source: Journal of Educational & Psychological Consultation. 2024, Vol. 34 Issue 1, p44-70. 27p.
Subjects: Social skills, Communicative competence, Autism spectrum disorders
Abstract: Social communication deficits are one of the defining features of autism spectrum disorder. In schools, social communication deficits are assumed to be due to a skill acquisition issue and remediated through social skills instruction; however, social skills instruction has been fairly criticized, particularly by those in the autistic community, as serving the needs of third parties (e.g. teachers) rather than the autistic student by teaching and reinforcing a neurotypical standard of social behavior and minimizing autistic perspectives. The purpose of this paper is to propose a framework for culturally-relevant and flexible social skills assessment and intervention that emphasizes student autonomy, functionally relevant outcomes, and culturally sensitive social skill development. The hope is that this framework can be used to generate further research into the effectiveness and acceptability of a new paradigm of social skills instruction. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention.
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  Data: <searchLink fieldCode="AR" term="%22Dart%2C+Evan+H%2E%22">Dart, Evan H.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Radley%2C+Keith+C%22">Radley, Keith C</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Helbig%2C+Kate+A%2E%22">Helbig, Kate A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Salvatore%2C+Chelsea%22">Salvatore, Chelsea</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+%26+Psychological+Consultation%22">Journal of Educational & Psychological Consultation</searchLink>. 2024, Vol. 34 Issue 1, p44-70. 27p.
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  Data: <searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink>
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  Data: Social communication deficits are one of the defining features of autism spectrum disorder. In schools, social communication deficits are assumed to be due to a skill acquisition issue and remediated through social skills instruction; however, social skills instruction has been fairly criticized, particularly by those in the autistic community, as serving the needs of third parties (e.g. teachers) rather than the autistic student by teaching and reinforcing a neurotypical standard of social behavior and minimizing autistic perspectives. The purpose of this paper is to propose a framework for culturally-relevant and flexible social skills assessment and intervention that emphasizes student autonomy, functionally relevant outcomes, and culturally sensitive social skill development. The hope is that this framework can be used to generate further research into the effectiveness and acceptability of a new paradigm of social skills instruction. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10474412.2023.2221671
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      – Code: eng
        Text: English
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        PageCount: 27
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    Subjects:
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: Autism spectrum disorders
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      – TitleFull: Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention.
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              Text: 2024
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