Journal of Autism and Developmental Disorders

, Volume 37, Issue 8, pp 1593–1604

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

Brief Report

DOI: 10.1007/s10803-006-0245-4

Cite this article as:
Bauminger, N. J Autism Dev Disord (2007) 37: 1593. doi:10.1007/s10803-006-0245-4


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.


High-functioning children with autismasperger syndromesocial skill interventioncognitive-behavioral therapy

Copyright information

© Springer Science+Business Media, LLC 2006

Authors and Affiliations

  1. 1.School of EducationBar-Ilan UniversityRamat-GanIsrael