Date of Award:
5-2015
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Special Education and Rehabilitation
Department name when degree awarded
Disability Disciplines
Advisor/Chair:
Scott Ross
Abstract
The number of students with autism spectrum disorder is on the rise and more of these students are being served in general education settings. As a result, more school personnel need to be prepared to support students with autism spectrum disorder. Most students with autism spectrum disorder require social supports to function effectively in a general education setting. Previous research indicates that there is a need for efficient social skills interventions implemented by existing school personnel. This study examined the effect of a brief, localized, intensive, social skills training intervention on the social interactions of students with autism spectrum disorder in an in inclusive school setting. The results indicate that this intervention produced meaningful increases in participants’ appropriate social vocalizations and social engagement. We discuss the implications of these results for current practice and future research.
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. 4562.
https://digitalcommons.usu.edu/etd/4562
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Comments
The number of students with autism spectrum disorder is on the rise and more of these students are being served in general education settings. As a result, more school personnel need to be prepared to support students with autism spectrum disorder. Most students with autism spectrum disorder require social supports to function effectively in a general education setting. Previous research indicates that there is a need for efficient social skills interventions implemented by existing school personnel. This study examined the effect of a brief, localized, intensive, social skills training intervention on the social interactions of students with autism spectrum disorder in an in inclusive school setting. The results indicate that this intervention produced meaningful increases in participants’ appropriate social vocalizations and social engagement. We discuss the implications of these results for current practice and future research.