Handbook of Social Skills and Autism Spectrum Disorder : Assessment, Curricula, and Intervention.

Intro -- Dedication -- Preface -- Contents -- Contributors -- About the Editor -- 1: An Introduction to the Handbook -- 1.1 Four Sections of This Book -- 1.1.1 Section One: Social Skills Deficits -- 1.1.2 Section Two: Assessment -- 1.1.3 Section Three: Social Skills Interventions -- 1.1.4 Section Four: Future Directions -- 1.2 Conclusion -- References -- Part I: Social Skills Deficits -- 2: Understanding the Social Nature of Autism: From Clinical Manifestations to Brain Mechanisms -- 2.1 Autism as a Central Feature of the Condition -- 2.2 A Selective Review of Specific Areas of Social Disturbance -- 2.2.1 Attachment -- 2.2.2 Perception of Faces -- 2.2.3 Gaze Behavior and Eye Contact -- 2.2.4 Imitation -- 2.2.5 Play Skills -- 2.3 Neural Aspects of Social Information Processing -- 2.3.1 Early Studies of Social Cognition -- 2.3.2 Key Nodes of Social Cognition in Healthy Individuals -- 2.3.3 Social Neuroscience of ASDs -- 2.3.4 Key Limitations in Research -- 2.3.5 Theoretical Models -- 2.3.6 Implications for Treatment -- 2.4 Summary -- References -- 3: Have a Happy, Fun, Assertive Life! (Avoid Depression, Anxiety, Loneliness, and Suicide!) -- 3.1 Skinner and Mental Health -- 3.2 Happiness, Depression, and Loneliness -- 3.2.1 Prevalence and Risk Factors -- 3.2.2 Assessment and Functional Analysis -- 3.2.3 Prevention and Treatment -- 3.2.3.1 Promoting Happiness -- 3.2.3.2 Treating Depression -- 3.3 Anxiety -- 3.3.1 Prevalence and Risk Factors -- 3.3.2 Assessment and Functional Analysis -- 3.3.3 Prevention and Treatment -- 3.3.3.1 Becoming Assertive and Brave -- 3.3.3.2 Treating Anxiety -- 3.4 Suicide -- 3.5 Conclusion -- References -- 4: Bullying Among Youth with Autism Spectrum Disorders -- 4.1 Introduction -- 4.2 Prevalence -- 4.2.1 Prevalence of Cyberbullying -- 4.2.2 Reporters.

4.3 The Role of the Social Environment -- 4.4 Educational Setting -- 4.5 Causes and Consequences -- 4.5.1 Correlates of Bullying Perpetration -- 4.5.2 Conclusion -- 4.6 Prevention and Intervention -- References -- 5: Friendship in Autism Spectrum Disorder -- 5.1 The Beginning of Friendship-Friendship in Preschoolers with ASD -- 5.1.1 Number of Friends -- 5.1.2 Friendship Characteristics and Quality -- 5.2 Characteristics of Children Who Make Friends -- 5.3 Characteristics of Their Partners -- 5.4 Schoolchildren with ASD -- 5.5 Characteristics of Friendships -- 5.6 Characteristics of Children Who Make Friends -- 5.7 Characteristics of Their Partners -- 5.8 Friendship in Adolescents and Adults with ASD -- 5.8.1 Number of Friends -- 5.8.2 Friendship Characteristics and Quality -- 5.8.3 Characteristics of Adolescents and Adults Who Make Friends -- 5.9 Characteristics of Partners -- 5.10 Environmental Support and Practical Implications -- 5.11 Conclusion and Future Directions -- References -- Part II: Assessment -- 6: Standardized Assessment of Social Skills in Autism Spectrum Disorder -- 6.1 Issues in Standardized Assessment of Social Skills -- 6.2 Specific Issues Unique to Standard Measurement of Social Skills in ASD -- 6.3 Screening Instruments -- 6.4 Diagnostic Measures Specific to ASD -- 6.5 Adaptive Behavior Measurements -- 6.6 Social Skills Improvement System (SSiS) and Social Responsiveness Scale (SRS-2) -- 6.6.1 Social Skills Improvement System (SSiS) -- 6.6.2 Social Responsiveness Scale (SRS-2) -- 6.7 Environmental-Based Assessments -- 6.8 Future Areas for Research -- 6.9 Conclusions -- References -- 7: Assessment of Adaptive Behavior and Autism Spectrum Disorder -- 7.1 Assessment of Adaptive Behavior and Autism Spectrum Disorder -- 7.2 Methodological Issues in Measuring Adaptive Behavior.

7.3 Commonly Utilized Measures of Adaptive Functioning -- 7.3.1 Vineland Adaptive Behavior Scales: Third Edition (Sparrow et al., 2016) -- 7.3.2 Adaptive Behavior Assessment System: Third Edition (Harrison &amp -- Oakland, 2005) -- 7.3.3 Scales of Independent Behavior-Revised (Bruininks, Woodcock, Weatherman &amp -- Hill, 1996) -- 7.3.4 Behavior Assessment System for Children, Third Edition (Reynolds &amp -- Kamphaus, 2015) -- 7.3.5 Adaptive Behavior and ASD -- 7.3.5.1 Adaptive Behavior and Evaluation -- 7.3.5.2 Adaptive Functioning in Early Childhood -- 7.3.5.3 Adaptive Behavior and Stress -- 7.3.5.4 Adaptive Behavior and Development -- 7.3.5.5 Adaptive Functioning and Daily Living Skills -- 7.3.5.6 Adaptive Functioning, IQ, and Severity of ASD -- 7.3.5.7 Adaptive Behavior in ASD on the BASC-2 -- 7.3.5.8 Adaptive Behavior: Executive Functioning and Other Comorbidities -- 7.3.5.9 Adaptive Behavior Measure Comparison -- 7.3.6 Conclusion and Future Directions -- References -- 8: Curriculum-Based Assessment of Social Development: Goal Selection and Sequencing -- 8.1 Curriculum-Based Assessment -- 8.2 Curriculum-Based Assessment for Autism Spectrum Disorder -- 8.2.1 The Assessment of Basic Language and Learning Skills: Revised (ABLLS-R -- Partington, 2006) -- 8.2.2 Assessment, Evaluation, and Programming Systems, Second Edition (AEPS -- Bricker, Capt, &amp -- Pretti-Frontczak, 2002) -- 8.2.3 Behavioral Characteristics Progression (BCP): Birth to 14 Years (http://www.vort.com/BCP-Birth-14-years-Behavioral-­Characteristics-Progression/) -- 8.2.4 Brigance Inventory of Early Development (IED) III (French, 2013) -- 8.2.4.1 Brigance IED III Standardized -- 8.2.4.2 Brigance IED III -- 8.2.4.3 Brigance Readiness Activities Inventory -- 8.2.5 The Carolina Curriculum (Johnson-Martin, Attermeier, &amp -- Hacker, 2004.

Johnson- Martin, Hacker, &amp -- Attermeier, 2004) -- 8.2.6 DO-WATCH-LISTEN-SAY Social and Communication Intervention for Children with Autism (Quill, 2000) -- 8.2.7 Eden Autism Assessment and Curriculum Series (EDEN -- edenautism.org) -- 8.2.8 Early Start Denver Model (ESDM -- Rogers &amp -- Dawson, 2010) -- 8.2.9 Hawaii Early Learning Profile (HELP -- http://www.vort.com) -- 8.2.9.1 HELP: 0-3 years -- 8.2.9.2 HELP: 3-6 Years (Second Edition -- Previously "HELP for Preschoolers" -- Wheat &amp -- Baker, 2010) -- 8.2.10 The New England Center for Children Autism Curriculum Encyclopedia -- New England Center for Children: Core Skills Assessment (NECC-­CSA -- acenecc.org) -- 8.2.11 POWER-Solving Social Skills Curriculum (http://power- solving.com) -- 8.2.12 Preschool Inventory of Repertoires for Kindergarten (PIRK -- Greer &amp -- McCorkle, 2003) -- 8.2.13 Psychoeducational Profile Revised-Third Edition (PEP-3 -- Schopler, Lansing, Reichler, &amp -- Marcus, 2005) -- 8.2.14 Social Communication Emotional Regulation and Transactional Support Model (SCERTS -- Prizant, Wetherby, Rubin, Laurent, &amp -- Rydell, 2006) -- 8.2.14.1 Interviewing Significant Others and/or Having Familiar People Complete Assessment Questionnaires -- 8.2.14.2 Observation of Daily Activities That Occur in Natural Environments -- 8.2.14.3 Behavior Sampling and Elicited Responses -- 8.2.15 Shaping Knowledge Through Individual Life Learning Systems (SKILLS): The Online Autism Solution (https://www.skillsforautism.com) -- 8.2.16 Socially Savvy: An Assessment and Curriculum Guide for Young Children (Ellis &amp -- Almeida, 2015a) -- 8.2.17 Strategies for Teaching Based on Autism Research (STAR) Program -- Arick, Loos, Falco, &amp -- Krug, 2004 -- STAR Autism Support, 2013-2016) -- 8.2.18 The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP.

Sundberg, 2008) -- 8.2.18.1 Milestones Assessment -- 8.2.18.2 Barriers Assessment -- 8.2.18.3 Transition Assessment -- 8.2.18.4 Task Analysis and Skills Tracking -- 8.2.18.5 Placement and IEP Goals -- 8.3 Summary and Conclusions -- 8.3.1 Admonition -- References -- Part III: Social Skills Interventions -- 9: Evidence-Based Interventions -- 9.1 Different Approaches to Understanding Phenomena -- 9.2 Distinguishing Empirical Evidence and Evidence-­Based Practice -- 9.2.1 Why Is EBP Important? -- 9.2.2 Definition of EBP -- 9.2.2.1 Best-Available Research Evidence -- 9.2.2.2 Reviews of the Literature -- 9.2.2.3 Clinical Expertise -- 9.2.2.4 Client Values and Context -- 9.3 Keeping Abreast of the Scientific Literature -- 9.3.1 The Search -- 9.3.2 Accessing Article Content -- 9.4 Scientific Skepticism -- 9.5 A Model for Addressing Implementation of Unsubstantiated Interventions -- 9.6 Conclusion -- References -- 10: Discrete Trial Teaching and Social Skill Training: Don't Throw the Baby Out with the Bathwater -- 10.1 Using Prompting and Modeling Within DTT -- 10.2 Error Correction and DTT -- 10.3 Multiple Exemplar Training and DTT -- 10.4 Progressive Intertrial Intervals in DTT -- 10.5 Using Priming Sessions Within DTT -- 10.6 Using Video Modeling Within DTT -- 10.7 Observational Learning Within DTT -- 10.8 Behavioral Skills Training Within DTT -- 10.9 Script Fading Within DTT -- 10.10 Computer-Based Instruction Within DTT -- 10.11 Conclusion -- References -- 11: Incidental Teaching: Happy Progress -- 11.1 Theoretical Framework and Basic Procedures -- 11.1.1 Social Orienting Example -- 11.1.1.1 MO -- 11.1.1.2 SD -- 11.1.1.3 R -- 11.1.1.4 SR+ -- 11.1.2 Social Bid Example -- 11.1.2.1 MO -- 11.1.2.2 SD -- 11.1.2.3 R -- 11.1.2.4 SR+ -- 11.2 Empirical Evidence -- 11.2.1 Origins of Incidental Teaching.

11.2.2 Applications to Autism Spectrum Disorder.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.