Date of Award:
5-2015
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Special Education and Rehabilitation Counseling
Department name when degree awarded
Special Education and Rehabilitation
Committee Chair(s)
Scott Ross
Committee
Scott Ross
Committee
Benjamin Lignugaris/Kraft
Committee
Timothy A. Slocum
Committee
Thomas Higbee
Committee
Donna Gilbertson
Abstract
This study examined the impact of a framework for implementing social skills training, entitled BLISS, on the social vocalizations of students with autism spectrum disorder.
The number of students with autism spectrum disorder is on the rise and many of these students are being served predominantly in general education settings. However, there is a serious lack of social skills training interventions that have been effectively integrated into the typical school setting, including the use of typically available school personnel as interventionists. The developers of the BLISS approach take a step closer to the ideal by integrating brief social skills instruction into typical daily school activities and by promoting the use of typically available school personnel as interventionists.
The results of this study indicate that BLISS effectively increased the frequency of positive social vocalizations and social engagement for the participants. Additionally, while the number of interactions increased the number of negative peer responses did not increase. This was accomplished while typical school personnel delivered a meaningful portion of the intervention. However, the BLISS approach did not result in generalization of the skills to novel settings, nor did it improve the subjective well-being of the participants. The BLISS approach holds great promise as an effective and efficient framework for addressing the social needs of the growing student population with autism.
Checksum
7883881ea1174bbe8b50e94d001813d8
Recommended Citation
Sabey, Christian V., "The Effects of Brief, Localized, Intensive, Social Skills (BLISS) Training on Social Outcomes for Students with Autism Spectrum Disorder in Inclusive School Settings: Form and Function" (2015). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 4562.
https://digitalcommons.usu.edu/etd/4562
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