School-based Social Interactions of Adolescents with Autism Spectrum Disorders Renee Hawkins, Ph.D., Laura Nabors Ph.D., Andrew Yockey, Stephanie Booker,

Slides:



Advertisements
Similar presentations
1 Social and emotional problems can impair early learning and competence Roughly 10% of children in kindergarten show disruptive emotional or behavioral.
Advertisements

Using Behavior Principles to Improve Quality of Services: Increasing Time-on-Task and Quality of Interactions in Ten Classrooms Serving Children with Low.
Maternal Psychological Control: Links to Close Friendship and Depression in Early Adolescence Heather L. Tencer Jessica R. Meyer Felicia D. Hall University.
EXCEPTIONAL CHILDREN. Who Are Identified As Exceptional? 6.5 million children in the U.S. Categories include:   Learning disabled   Communication.
Psychometric Properties of a New Measure to Differentiate the Autism Spectrum from Schizoid Personality Disorder Traits Presented by Peter D. Marle, BA.
Bullying, Academic Performance, and High School Dropout in Adolescence Victoria Hirsch 1, Meredith Henry, Sylvie Mrug 1 and Michael Windle 2 1 University.
Asperger’s... What Does It Mean To Me? A workbook explaining self awareness and life lessons to the child or youth with High Functioning Autism or Asperger’s.
Pragmatic Language Therapy Activities for Older Adolescents and Adults Margaret D. Miller TIPS 4 Kids University of Missouri-Columbia INTRODUCTION High.
Social inclusion of young children with Autistic Spectrum Disorder in Australian early childhood programs Sue Walker and Donna Berthelsen Queensland University.
Martha Early, MA, Micah Mazurek, PhD Thompson Center for Autism and Neurodevelopmental Disabilities, University of Missouri, Columbia, MO INTRODUCTION.
Emotional/Behavior Disorders Kimberly EllisPatricia Gonzalez Elyse GersbeckLori Miranda.
 Emotional Behavioral Disorder. What is Emotional Behavioral Disorder (EBD)?  EBD is not a medical diagnosis but a rather a category that a student.
Why is it important to support and extend children and young people’s speech, language and communication development? Speech, language and communication.
The Watson Institute Adolescents with autism spectrum disorders are at greater risk for developing depression when compared to children without an autism.
Surrey Place Centre: Raising Awareness About Autism Spectrum Disorder in the Community Kelly Alves, Parent and Education Support Supervisor.
Promoting Social Acceptance With greater emphasis on inclusion, general education teachers are expected to make provisions for students who have difficulties.
Motivating Language Learners’ Project University of Alberta, Edmonton, Canada Changes in Perceptions: Motivation, Teaching Styles, Engagement Maya Sugita.
Learning Disabilities
INCREDIBLE YEARS DINA CLASSROOM CURRICULUM Insert Agency Logo Here Saving $$ for Our Community and Helping Children.
Increasing Positive Affect and Social Responsiveness in Children and Adolescents with Autism Spectrum Disorders: The Adaptation of a Music-Based Intervention.
PATHS ® PROMOTING ALTERNATIVE THINKING STRATEGIES Insert Agency Logo Here Saving $$ for Our Community: Helping Children & Schools.
Using Color Symbol Cards to Develop the Transition Process for Students with Low Functioning Autism Supattra W. Andrade, M.A. Jittirat Tadthiemrom, Assistant.
A Project GATORSS: Social Skills Assessment and Intervention for Young Children with Autism Maureen A. Conroy, Ph.D., Crystal N. Ladwig, Ph.D., Brian A.
PSY 441/541 JANNA BAUMGARTNER, KATIE HOCHSPRUNG, CONNIE LOGEMAN Asperger’s Syndrome in Childhood.
Autism Spectrum Disorders. I.D.E.A. Definition of Autism Spectrum Disorders A developmental disability significantly affecting verbal and nonverbal communication.
Helping Families, Schools and Communities Understand Children With Autism Spectrum Disorder Teresa Boggs, M. S. CCC-SLP Director of Clinical Services.
The Watson Institute Research indicates that school aged children with autism spectrum disorders are at greater risk for being bullied (Attwood, 2006;
Categories of Mental Disorders 1 Child and youth mental health problems can be classified into two broad categories: 1Internalizing problems  withdrawal.
Special Education & Asperger’s Syndrome.
Amanda Verriden, Kathryn Glodowski, Jennifer Jorandby, Chelsea Hedquist, Elizabeth Kooistra, Stephany Reetz, Jeff Miller and Dr. Kevin Klatt (Psychology.
Coaching Caregivers to Implement Joint Attention Interventions in the Natural Environment Heather Brownfield Kent State University Early Childhood Special.
+ Asperger’s Syndrome and Assistive Technology. + Introduction This study was done on children with Autism Spectrum Conditions (ASC). Children with ASC.
+ Early Childhood Social Interactions. + The social interactions that a child has during early childhood will shape who they are as adults.
Truth or Myth Following are a series of statements about autism. Decide if you think each statement is true or myth. Click on the question mark to see.
Can typical students define the word “disability”? A pilot study about their knowledge or misconceptions Marina Louari UNIVERSITY OF THESSALY.
SCHOOL COUNSELING "Helping children to become all that they are capable of being." Created by Tammy P. Roth, MEd Licensed School Counselor.
CIRCLE OF FRIENDS Introductions. PURPOSE OF CIRCLE OF FRIENDS Circle of Friends is a group of students, who support students with disabilities in the.
Single Subject Research (Richards et al.) Chapter 8.
THE IMPACT OF SOCIAL EMOTIONAL LEARNING Team Tennessee-Project B.A.S.I.C. Partnership September 2013.
Social Emotional Needs of GATE Students WELCOME PARENTS BIENVENIDOS PADRES DE FAMILIA 1.
Adolescents with Autism Courtesy of CMIS for Maine.
Peer Groups: Structure Typically range in size from 3 to >10 children (average = 5-6) Mostly composed of same-sex peers During childhood, peer groups tend.
The Broader Context of Relational Aggression in Adolescent Romantic Relationships Megan M. Schad, David E. Szwedo, Amanda Hare, Jill Antonishak, Joseph.
The Effectiveness Of Video Modeling Procedures On Request An Item Behavior Children With Autism Spectrum Disorders (ASD) RESEARCH ASSıSTANT MELıH CATTIK.
Session 12 Support Systems and Resources Culturally Proficient Teaching.
Early Adolescent Behaviors in Disagreement with Best Friend Predictive of Later Emotional Repair Abilities Lauren Cannavo, Elenda T. Hessel, Joseph S.
Social and Emotional Development Presented by: Rose Owens Kathleen Lee November 17, 2011 Room 412.
Gender Differences in Buffering Stress Responses in Same-Sex Friend Dyads Sydney N. Pauling, Jenalee R. Doom, & Megan R. Gunnar Institute of Child Development,
ED 543 Education and Psychology of Exceptional Children.
Preventive Teaching Interactions Pre-Service Workshop.
Educating Youth in Foster Care Shanna McBride and Angela Griffin, M.Ed.
AUTISM YOU ARE REQUIRED TO KNOW ONE DEVELOPMENTAL ISSUE THAT AFFECTS A CHILD'S DEVELOPMENT. WE LOOK AT AUTISM AS YOU CAN ALSO USE IT AS A KEY ISSUE FOR.
Abstract Research with youth faces particular challenges, including potential confusion about researchers’ intentions and vulnerabilities related to power.
In Japan, community-based health checkups for babies are at 4 months, 18 months, and 36 months. These mass screenings by healthcare professionals (doctors,
+ Child & Adolescent Psychology Welcome to Seminar #9.
The Role of Close Family Relationships in Predicting Multisystemic Therapy Outcome: An Investigation of Sex Differences ABSTRACT BACKGROUND: Multisystemic.
Adolescent Peer and Romantic Predictors of Youths’ Emotion Regulation in Early Adulthood Introduction David E. Szwedo David E. Szwedo,
Language - Reasoning ECERS -R Georgia CTAE Resource Network Instructional Resources Office July 2009.
By: Stephanie Cervi, Patrick Moloney, Jordan Nease, Marie Payne & Elizabeth Romary.
Method Introduction Effectiveness and Parent Acceptability of YETI for Children with Autism Phillip A. Thomas, MacKinzie S. Tilleman, Emelyn Falley, &
Anxiety and Children with Autism Spectrum Disorder By: Casey Briggs EDU 7202.
Changes in Relationship Satisfaction and Psychological Distress During the Course of a Marriage Education Program Laura E. Frame, Ph.D. & Samantha C. Litzinger,
PSYC 377.  Use the following link to access Oxford Health: Children and Family Division en-and-families.
PEERS® for Adolescents Curriculum: Assessing the Role of
Action Research on Selective Mutisim and Social Anxiety
School Mental Health and Children with Anxiety and Depression by
Introduction Results Hypotheses Discussion Method
ESE 315 Innovative Education-- snaptutorial.com
Laura M. Sylke & David E. Szwedo James Madison University Introduction
Presentation transcript:

School-based Social Interactions of Adolescents with Autism Spectrum Disorders Renee Hawkins, Ph.D., Laura Nabors Ph.D., Andrew Yockey, Stephanie Booker, B.A., B.S. University of Cincinnati Amanda Tipkemper, M.Ed. Children's Home of Cincinnati Abstract Adolescents with Autism Spectrum Disorders (ASDs) often have difficulty with social interactions, creating problems in school and other occupational activities. The current study examined adolescent, parent, and teacher perceptions of friendships using interviews and surveys, and assessed classroom interactions using a behavior observation system. During the observation period, teachers noted the lack of student interactions and developed friendship goals for all adolescents to reward them for engaging in social interactions. Results indicated the intervention had a limited impact on improving social interactions; however, individualized plans may have an even greater impact on social development. During their interviews, adolescents reported they were often lonely and did not have many friends. Parents indicated their children needed to learn skills to improve peer interactions. Future research investigating the impact of teaching interaction/friendship skills around the students’ interests (e.g., sports, arts and crafts) may help them learn skills to interact more with peers. Introduction Autism Spectrum Disorders are neurodevelopmental diseases that affect cognition, social interaction, and maintaining friendships. Symptoms of ASDs that may impact social development:  Social interactions can be difficult: Social withdrawal, lack of communication, etc. (DSM-V, 2013).  Not many friends (lack the interpersonal skills needed to develop close friendships)  Lack of eye contact -Difficult time interpreting others’ emotions (DSM-V, 2013). While children with ASDs may appear uninterested in making friends, they report feeling lonely (Bauminger & Kasari, 2000). Most children may identify at least one friend. They may often realize that they have difficulty making friends and interacting with others (Bauminger et al., 2008; Locke et al., 2010; Rao et al., 2007). Interventions may reduce social isolation by improving communication skills and abilities to engage in activities and interactions with peers (Koegel, Koegel, & Schwartzman, 2013; Stichter, Randolph, Gage, & Schmidt, 2007). The current study extends the literature by examining interactions among youth with ASDs and other cognitive delays in a private high school setting. The impact of an intervention to improve youth social functioning also was assessed. Parents, teachers, and adolescents were interviewed to determine their perceptions of youth friendship and interaction skills. Method Participants. Twenty youth (17 boys and 3 girls) enrolled in a specialized high school setting serving adolescents with special needs. All diagnosed with either an ASD (90%, n = 18) or a significant cognitive delay (10%, n = 2; 1 boy and 1 girl). The majority of youth were Caucasian (n = 17) and 3 were African-American. Four teachers participated in interviews and 9 parents completed surveys. Method (cont.) Measurement Tools Behavior Observation Categories. (1) positive emotional expression (toward another person), (2) negative emotional expression, (3) asking questions, (4) interaction with a peer, and (5) interaction with a teacher Student Interviews. Questions: (1) “How do you make friends at school?” and (2) “What do you talk about with your friends at school?” Parent Surveys. Questions : (1) How does your child make friends?, (2) Does your child seem to enjoy social activities?, (3) Please write down reasons for your answer about whether your child enjoys social activities, (4) Does your child ever appear lonely?, and (5) What types of friendship skills are difficult for your child to engage in and why? Teacher Interviews. Questions : (1) What interventions do you commonly use to promote friendships between youth in the classroom?, (2) How do you promote ongoing and longer bouts of social interaction between students?, (3) What are areas for improvement for social interaction skills for the youth in your class? Procedures. This study was approved by a university-based institutional review board. Parent surveys and student interviews were conducted before and during the initial stage of observations. Teacher surveys were also implemented during the first weeks of observation. Interviews with teachers were conducted last. Scan-sampling method used to observe behavior. Observers signaled the beginning and end of observation periods and scanned an area of the classroom or the entire room during an observation. A friendship intervention was developed by the teachers using three goals: (1) beginning a conversation with another person, (2) joining in an interaction with others, and (3) offering to help a classmate. The token economy point system was used to reward adolescents for exhibiting a friendship goal.. Observations were recorded before (baseline) and after the intervention. Results and Discussion Chi-square analyses were used to examine change in behaviors 1. Expression of positive emotion during interactions increased and questions decreased post-intervention. Chi-squares for change in negative emotional expression, interactions with peers, and interactions with teachers did not reveal significant differences. It is noteworthy that interactions with peers increased and interactions with teachers decreased after implementation of the intervention, although differences were not statistically significant. Based on interviews, parents indicated children were lonely and had experienced few friendship opportunities outside of the school setting. 38% of the students interviewed could not explain how they made friends. Teachers indicated that individualized interventions for social skill development were needed for each adolescent. For instance, teachers reported that social skills goals should include improving empathy for others, reducing negative outbursts, respecting personal space of others, and improving students’ abilities to express their emotions with others. Adolescents engaged with others when talking about his/her own interests. The implementation of the friendship goals had a noticeable, but small effect on increasing social communication skills with peers. However, children with autism increased their communication when discussing self-interests; designing interventions around their interests may improve social interactions in classroom settings. Footnote. 1 Detailed results about observations and interview data are available from the authors. References will be provided upon request. s: or