Brief Report

Journal of Autism and Developmental Disorders

, Volume 37, Issue 8, pp 1593-1604

Brief Report: Individual Social-Multi-Modal Intervention for HFASD

  • Nirit BaumingerAffiliated withSchool of Education, Bar-Ilan University Email author 

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Abstract

This research is the first part of a 2-year cognitive-behavioral-ecological (CB-E) social skills training for high-functioning children with autism spectrum disorder (HFASD). Current study examined efficacy of an individual CB-E intervention in facilitating children’s dyadic interactions (immediately after treatment and 4 months later) and their social cognition capabilities (e.g., emotion understanding and recognition, social problem solving). Participants were 19 HFASD children aged 7 years and 7 months to 11 years and 6 months. Results demonstrated improvement in children’s social cognition and positive dyadic interaction and decrease in children’s low-level social interaction behavior. Long-term evaluation revealed maintenance of improvement. Progress in children’s cooperation, self-control, and assertiveness was reported by their teachers. Discussion focused on CB-E intervention efficacy in promoting integral social functioning for HF children with ASD.

Keywords

High-functioning children with autism asperger syndrome social skill intervention cognitive-behavioral therapy