Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Owen-DeSchryver J, Carr EG, Cale SI, Blakeley-Smith A. Using multiple-exemplar training to teach a generalized repertoire of sharing to children with autism. Marzullo-Kerth D, Reeve S, Reeve K, Townsend D. A social stories intervention package for students with autism in inclusive classroom settings. Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: a randomized controlled trial. Promoting joint attention in toddlers with autism: a parent-mediated developmental model. Teaching social interaction skills in the integrated preschool: an examination of naturalistic tactics. Kohler FW, Anthony LL, Steighner SA, Hoyson M. Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Kasari C, Gulsrud A, Wong C, Kwon S, Locke J. 2015 45:1951–66.ĬDC - Facts about Autism Spectrum Disorders - NCBDDD. Evidence-based practices for children, youth, and young adults with autism spectrum disorder: a comprehensive review. Evidence-based practices in interventions for children and youth with autism spectrum disorders. Odom SL, Collet-Klingenberg L, Rogers SJ, Hatton DD. National standards project findings and conclusions. Determining treatment outcome in early intervention programs for autism spectrum disorders: a critical analysis of measurement issues in learning based interventions. Parent reported treatment priorities for children with autism spectrum disorders. Rehabilitation issues in autism spectrum disorders. Lang R, Regester A, Rispoli M, Pimentel S, Camargo H. Washington, D.C.: American Psychiatric Publishing 2013. Diagnostic and Statistical Manual of Mental Disorders. New York: Cambridge University Press 1991. Autistic disturbances of affective contact. Four relevant themes regarding evidence-based social communication interventions are considered and discussed: (a) social communication outcomes and practices relevant to different stages of development, (b) practices that both reduce interfering behaviors and improve social communication skills, (c) practices that utilize an eclectic combination of intervention strategies, and (d) considerations for practice and research. The purpose of this paper is to highlight the evidence-based practices found within the intervention literature that specifically targets social communication impairments and provide an overview of these strategies. In order to improve outcomes for children with ASD, much research has been focused on developing effective interventions to treat these social communication deficits. Impairments in social communication skills are a core feature of autism spectrum disorder (ASD) and include deficits in social-emotional reciprocity, non-verbal communicative behaviors used for social interaction, and developing, maintaining, and understanding relationships.
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