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The introduction offers a framework for understanding high-functioning autism disorders, defines unique characteristics of this population, and emphasizes the role of individualized coaching and the assistance of supportive peers in helping these learners meet their unique challenges. The remainder of the book presents skills and related materials.
Each skill includes an outline for group leaders with helpful advice for teaching specific skill steps and a listing of appropriate role-play situations. Two reproducible homework reports are provided for each skill. Appendixes provide skill checklists and other evaluation forms, as well as dialogue from two sample Skillstreaming sessions. Reproducible forms and handouts for this title are available on our downloads page.
NOTE: It is essential for successful implementation of this curriculum to first have the program book (Skillstreaming Children and Youth with High-Functioning Autism: A Guide for Teaching Prosocial Skills) before attempting to utilize other Skillstreaming products.
Shown below is episode two of Prosocially Yours, a podcast produced by Research Press. In this episode, host Elizabeth Hess interviews educator and author, Dr. Ellen McGinnis, about the widely acclaimed Skillstreaming program.
McGinnis and Simpson led the way for social skill intervention for individuals on the autism spectrum with the innovative program book The Skillstreaming: Children and Youth with High-Functioning Autism: A Guide to Teaching Prosocial Skills.
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The widely acclaimed approach developed by Dr. Arnold P. Goldstein and colleagues, now in 8 1/2 X 11 format with reproducible skill outlines, skill homework reports, and program forms. Now includes forms CD.Skillstreaming in Early Childhood employs a four-part training approach-modeling, role-playing, performance feedback, and generalization-to teach essential prosocial skills to preschool and kindergarten-age children. This book provides a complete description of the Skillstreaming program, with instructions for teaching 40 prosocial skills.Part 1: Skillstreaming Program Content and ImplementationChapters on effective Skillstreaming arrangements, Skillstreaming teaching procedures, refining skill use, teaching for skill generalization, managing behavior problems, Skillstreaming in the school context, and more.Part 2: Skill Outlines and Homework ReportsSkill outlines are handy one-page summaries for each skill, including skill steps, guidelines for skill instruction, and suggested situations for modeling displays. Homework reports list skill steps and guide students in practicing the skills and evaluating skill use outside the Skillstreaming group.Skill Areas
- Beginning Social Skills
- School-Related Skills
- Friendship-Making Skills
- Dealing with Feelings
- Alternatives to Aggression
- Dealing with Stress
This widely-acclaimed approach developed by the late Dr. Arnold P. Goldstein and colleagues is now in 8.5 by 11 format with reproducible skill outlines, skill homework reports, and program forms, with a forms CD. Skillstreaming the Adolescent employs a four-part training approach: modeling, role-playing, performance feedback, and generalization to teach essential pro-social skills to adolescents. This book provides a complete description of the Skillstreaming program, with instructions for teaching 50 pro-social skills. Chapters on effective Skillstreaming arrangements, Skillstreaming teaching procedures, refining skill use, teaching for skill generalization, managing behavior problems, Skillstreaming in the school context, and more. Skill outlines are handy one-page summaries for each skill, including skill steps, guidelines for skill instruction, and suggested situations for modeling displays. Homework reports list skill steps and guide students in practicing the skills and evaluating skill use outside the Skillstreaming group. Appendices provide all program forms needed to ensure a successful Skillstreaming intervention, plus leader and observer checklists to ensure program integrity.
This article reviews the available literature on group-based social skills interventions for adolescents with autism. Forty-four studies were identified that were published in peer-reviewed journals. While each identified treatment utilized a group format, there was significant heterogeneity among the implemented procedures and evaluative methods. Studies were compared on a number of dimensions, and trends in the field were identified. The findings suggest that there is significant evidence for the usefulness of social skills groups as an intervention for adolescents with autism, and the evidence base is rapidly growing. In addition to a summary of the existing literature, recommendations for areas of future research are identified.
Research on the developmental progression of individuals with autism spectrum disorders (ASD) has highlighted the persistent difficulties with social interactions and engagement as they enter adolescence and young adulthood (see Schall & McDonough 2010 for a review). Sigman and Ruskin (1999) even go so far as to assert that individuals with ASD are as severely affected by the core symptoms of autism in adolescence as in early childhood due to their rapidly changing social landscape. Schall and McDonough (2010) noted that while adolescents with ASD generally show improvements in basic communication competencies, they continue to exhibit distinct impairment in social communication. Seltzer et al. (2003) studied a large group of adolescents and adults with ASD and found that, while significant improvements occurred in several domains over time, the two areas showing the least improvement with age were the presence of friendships and the presence of circumscribed interests.
Online searches were conducted within multiple research databases, including PsycINFO, PsycArticles, and Education Resources Information Center (ERIC). The following broad keyword search categories were used (specific search queries included within parentheses): a focus on social skills (i.e., social skills or social competence or social engagement or social interactions or socialization), a group intervention format (i.e., group or intervention or treatment or program), and a focus on individuals with an autism diagnosis (autism or Asperger or ASD or PDD or pervasive developmental disorder). In addition to the initial yield of search results obtained through available databases, additional studies were identified through systematic analysis of the reference lists of articles meeting inclusion criteria.
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