Teaching Social Skills to People with Autism

The treatment of social skills deficits remains one of the most challenging areas in meeting the needs of people with autism. Difficulties in understanding social stimuli, in initiating and responding to social bids, and in appreciating the affect that is intrinsic to social interactions can be baff...

Full description

Saved in:
Bibliographic Details
Published in:Behavior modification 2001-10, Vol.25 (5), p.785-802
Main Authors: Weiss, Mary Jane, Harris, Sandra L.
Format: Article
Language:English
Subjects:
Adolescent
Adult
Applied Behavior Analysis
Autism
Autistic Disorder - psychology
Autistic Disorder - therapy
Behavior Patterns
Behavior Therapy - methods
Behavior therapy. Cognitive therapy
Biological and medical sciences
Child
Humans
Interpersonal communication
Interpersonal Relations
Intervention
Medical sciences
Peer Group
Personal relationships
Preschool Children
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Social Adjustment
Social Facilitation
Teaching
Teaching - methods
Treatments
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The treatment of social skills deficits remains one of the most challenging areas in meeting the needs of people with autism. Difficulties in understanding social stimuli, in initiating and responding to social bids, and in appreciating the affect that is intrinsic to social interactions can be baffling for people with autism. Researchers and practitioners of applied behavior analysis have tried a variety of strategies for teaching social skills. This article examines a range of useful procedures for teaching social skills to people with autism, including skills that are adult mediated, peer mediated, and child-with-autism mediated. The authors also consider the potential of classwide interventions in inclusive settings, pivotal response training, and the use of scripts to teach social initiations.
ISSN:0145-4455
1552-4167
DOI:10.1177/0145445501255007