Skip to main content

Social Behavior and Interventions for Individuals Diagnosed with Autism Spectrum Disorder

  • Chapter
  • First Online:
Handbook of Autism and Pervasive Developmental Disorder

Abstract

Autism spectrum disorder (ASD), is characterized by deficits in social behavior. Although deficits are individualized to the learner, some common deficits observed are deficits in joint attention, play, friendship development, and dating. The lack of appropriate social behaviors can lead to some serious negative outcomes such as loneliness, depression, or suicide. Therefore, it is imperative for practitioners to target social behavior as part of intervention. Today, there are numerous interventions based upon the principles of Applied Behavior Analysis that can be implemented to improve social behaviors for individuals diagnosed with ASD. The purpose of this chapter is to identify the common social deficits observed with individuals with ASD and to provide a review of evidence-based interventions that are effective in increasing social behaviors for individuals diagnosed with ASD.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 259.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 329.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 329.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Akers, J. S., Higbee, T. S., Gerencser, K. R., & Pellegrino, A. J. (2018). An evaluation of group activity schedules to promote social play in children with autism. Journal of Applied Behavior Analysis, 51(3), 553–570.

    PubMed  Google Scholar 

  • Akers, J. S., Pyle, N., Higbee, T. S., Pyle, D., & Gerencser, K. R. (2016). A synthesis of script fading effects with individuals with autism spectrum disorder: A 20-year review. Review Journal of Autism and Developmental Disorders, 3(1), 1–17.

    Google Scholar 

  • American Psychiatric Association. (1980). Diagnostic and statistical manual of mental disorders (3rd ed.). Author.

    Google Scholar 

  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.

    Google Scholar 

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.

    Google Scholar 

  • Ashburner, J., Saggers, B., Campbell, M. A., Dillon-Wallace, J. A., Hwang, Y.-S., Carrington, S., & Bobir, N. (2019). How are students on the autism spectrum affected by bullying? Perspectives of students and parents. Journal of Research in Special Educational Needs, 19(1), 27–44.

    Google Scholar 

  • Ayres, K. M., Travers, J., Shepley, S. B., & Cagliani, R. (2017). Video-based instruction for learners with autism. In J. B. Leaf (Ed.), Handbook of social skills and Autism spectrum disorder: Assessment, curricula, and intervention. Springer International Publishing.

    Google Scholar 

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97.

    PubMed  PubMed Central  Google Scholar 

  • Barnhill, G. P. (2007). Outcomes in adults with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 116–126.

    Google Scholar 

  • Baron-Cohen, S., & Wheelwright, S. (2004). The empathy quotient: An investigation of adults with Asperger syndrome or high functioning autism, and normal sex differences. Journal of Autism and Developmental Disorders, 34(2), 163–175.

    PubMed  Google Scholar 

  • Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447–456. https://libproxy.library.unt.edu:2147/10.1111/1467-8624.00156

    PubMed  Google Scholar 

  • Bauminger, N., & Shulman, C. (2003). The development and maintenance of friendship in high-functioning children with autism: Maternal perceptions. Autism, 7(1), 81–97.

    PubMed  Google Scholar 

  • Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high- functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489–507.

    PubMed  Google Scholar 

  • Bauminger-Zviely, N., & Kimhi, Y. (2017). Friendship in autism spectrum disorder. In J. B. Leaf (Ed.), Handbook of social skills and Autism spectrum disorder: Assessment, curricula, and intervention. Springer International Publishing.

    Google Scholar 

  • Bruinsma, Y., Koegel, R. L., & Koegel, L. K. (2004). Joint attention and children with autism: A review of the literature. Mental Retardation and Developmental Disabilities Research Reviews, 10(3), 169–175.

    PubMed  Google Scholar 

  • Carr, J. E., Austin, J. L., Britton, L. N., Kellum, K. K., & Bailey, J. S. (1999). An assessment of social validity trends in applied behavior analysis. Behavioral Interventions, 14(4), 223–231.

    Google Scholar 

  • Carter, A. S., Davis, N. O., Klin, A., & Volkmar, F. R. (2005). Social development in autism. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders: Diagnosis, development, neurobiology, and behavior (Vol. 1, 3rd ed., pp. 312–334). John Wiley & Sons.

    Google Scholar 

  • Centers for Disease Control and Prevention. (2019). What is Autism Spectrum Disorder? Retrieved from https://www.cdc.gov/ncbddd/autism/facts.html.

  • Chang, Y. C., & Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 27, 1–10.

    Google Scholar 

  • Charman, T. (1998). Specifying the nature and course of the joint attention impairment in autism in the preschool years: Implications for diagnosis and intervention. Autism, 2(1), 61–79. https://libproxy.library.unt.edu:2147/10.1177/1362361398021006

    Google Scholar 

  • Charman, T. (2003). Why is joint attention a pivotal skill in autism? In U. Frith & E. Hill (Eds.), Autism: Mind and brain (pp. 67–87). Oxford University Press.

    Google Scholar 

  • Chung, Y.-C., & Douglas, K. (2015). A peer interaction package for students with autism spectrum disorders who use speech-generating devices. Journal of Developmental & Physical Disabilities, 27(6), 831–849. https://libproxy.library.unt.edu:2147/10.1007/s10882-015-9461-1

    Google Scholar 

  • Church, C., Alisanski, S., & Amanullah, S. (2000). The social, behavioral, and academic experiences of children with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15(1), 12–20.

    Google Scholar 

  • Cihak, D. F., Smith, C. C., Cornett, A., & Coleman, M. B. (2012). The use of video modeling with the picture exchange communication system to increase independent communicative initiations in preschoolers with autism and developmental delays. Focus on Autism and Other Developmental Disabilities, 27(1), 3–11.

    Google Scholar 

  • Clark, P., & Rutter, M. (1979). Task difficulty and task performance in autistic children. Child Psychology & Psychiatry & Allied Disciplines, 20(4), 271–285. https://libproxy.library.unt.edu:2147/10.1111/j.1469-7610.1979.tb00514.x

    Google Scholar 

  • Cowen, E. L., Pederson, A., Babigian, H., Izzo, L. D., & Trost, M. A. (1973). Long-term follow-up of early detected vulnerable children. Journal of Consulting and Clinical Psychology, 41(3), 438–446.

    PubMed  Google Scholar 

  • Davis, M. H. (1983). The effects of dispositional empathy on emotional reactions and helping: A multidimensional approach. Journal of Personality, 51(2), 167–184.

    Google Scholar 

  • DiGennaro-Reed, F. D., Novak, M. D., Henley, A. J., Brand, D., & McDonald, M. (2017). Evidence-based interventions. In L. B. Leaf (Ed.), Handbook of social skills and autism spectrum disorder: Assessment, curricula, and intervention (pp. 139–153). Springer International Publishing. https://doi.org/10.1007/978-3-319-62995-7_9

  • Dingfelder, H. E., & Mandell, D. S. (2011). Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism & Developmental Disorders, 41(5), 597–609. https://libproxy.library.unt.edu:2147/10.1007/s10803-010-1081-0

    Google Scholar 

  • DiSalvo, D. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17(4), 198–208.

    Google Scholar 

  • Dotson, W. H., Leaf, J. B., Sheldon, J. B., & Sherman, J. A. (2010). Group teaching of conversational skills to adolescents on the autism spectrum. Research in Autism Spectrum Disorders, 4(2), 199–209.

    Google Scholar 

  • Ekman, P. (1992). An argument for basic emotions. Cognition & Emotion, 6(3–4), 169–200.

    Google Scholar 

  • Ellingsen, R., Bolton, C., & Laugeson, E. (2017). Evidence-based social skills groups for individuals with autism spectrum disorder across the lifespan. In J. B. Leaf (Ed.), Handbook of social skills and Autism spectrum disorder: Assessment, curricula, and intervention. Springer International Publishing.

    Google Scholar 

  • Elsabbagh, M., Divan, G., Koh, Y. J., Kim, Y. S., Kauchali, S., Marcín, C., et al. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5(3), 160–179.

    PubMed  PubMed Central  Google Scholar 

  • Emerich, D. M., Creaghead, N. A., Grether, S. M., Murray, D., & Grasha, C. (2003). The comprehension of humorous materials by adolescents with high-functioning autism and Asperger’s syndrome. Journal of Autism and Developmental Disorders, 33(3), 253–257. https://doi.org/10.1023/A:1024498232284

    Article  PubMed  Google Scholar 

  • Ferguson, B. R., Gillis, J. M., & Sevlever, M. (2013). A brief group intervention using video games to teach sportsmanship skills to children with autism spectrum disorders. Child & Family Behavior Therapy, 35(4), 293–306.

    Google Scholar 

  • Frea, W. D. (1995). Social-communicative skills in higher-functioning children with autism. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 53–66). Baltimore: Brookes.

    Google Scholar 

  • Freeman, S. F., Gulsrud, A., & Kasari, C. (2015). Brief report: Linking early joint attention and play abilities to later reports of friendships for children with ASD. Journal of Autism and Developmental Disorders, 45(7), 2259–2266.

    PubMed  Google Scholar 

  • Garcia-Albea, E., Reeve, S., Reeve, K., & Brothers, K. (2014). Using audio script fading and multiple-exemplar training to increase vocal interactions in children with autism. Journal of Applied Behavior Analysis, 47(2), 325–343.

    PubMed  Google Scholar 

  • Garfinkle, A., & Schwartz, I. (2002). Peer imitation increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22(1), 26–38.

    Google Scholar 

  • Ghaziuddin, M. (2002). Asperger syndrome: Associated psychiatric and medical conditions. Focus on Autism and Other Developmental Disabilities, 17(3), 138–144. https://libproxy.library.unt.edu:2147/10.1177/10883576020170030301

    Google Scholar 

  • Gilmore, L., & Cuskelly, M. (2014). Vulnerability to loneliness in people with intellectual disability: An explanatory model. Journal of Policy and Practice in Intellectual Disabilities, 11(3), 192–199.

    Google Scholar 

  • Gonzalez-Lopez, A., & Kamps, D. M. (1997). Social skills training to increase social interactions between children with autism and their typical peers. Focus on Autism and Other Developmental Disabilities, 12(1), 2–14. https://libproxy.library.unt.edu:2147/10.1177/108835769701200101

    Google Scholar 

  • Greco, L. A., & Morris, T. L. (2005). Factors influencing the link between social anxiety and peer acceptance: Contributions of social skills and close friendships during middle childhood. Behavior Therapy, 36(2), 197–205.

    Google Scholar 

  • Grosberg, D., & Charlop, M. (2014). Teaching persistence in social initiation bids to children with autism through a portable video modeling intervention (PVMI). Journal of Developmental & Physical Disabilities, 26(5), 527–541. https://libproxy.library.unt.edu:2147/10.1007/s10882-013-9362-0

    Google Scholar 

  • Gunter, P., Fox, J. J., Brady, M. P., Shores, R. E., & Cavanaugh, K. (1988). Nonhandicapped peers as multiple exemplars: A generalization tactic for promoting autistic students’ social skills. Behavioral Disorders, 13(2), 116–126.

    Google Scholar 

  • Guralnick, M. J. (1990). Social competence and early intervention. Journal of Early Intervention, 14(1), 3–14. https://doi.org/10.1177/105381519001400101

    Article  Google Scholar 

  • Gutierrez, A., Bennett, K. D., McDowell, L. S., Cramer, E. D., & Crocco, C. (2016). Comparison of video prompting with and without voice-over narration: A replication with young children with autism. Behavioral Interventions, 31(4), 377–389. https://libproxy.library.unt.edu:2147/10.1002/bin.1456

    Google Scholar 

  • Hanley, G. P., Heal, N. A., Tiger, J. H., & Ingvarsson, E. T. (2007). Evaluation of a class wide teaching program for developing preschool life skills. Journal of Applied Behavior Analysis, 40(2), 277–300. https://doi.org/10.1901/jaba.2007.57-06

    Article  PubMed  PubMed Central  Google Scholar 

  • Hartley, S., & Birgenheir, D. (2009). Nonverbal social skills of adults with mild intellectual disability diagnosed with depression. Journal of Mental Health Research in Intellectual Disabilities, 2(1), 11–28. https://libproxy.library.unt.edu:2147/10.1080/19315860802601317

    PubMed  PubMed Central  Google Scholar 

  • Hartup, W. W., & Stevens, N. (1999). Friendships and adaptations across the life span. Current Directions in Psychological Science, 8(3), 76–79.

    Google Scholar 

  • Howes, C. (2009). Friendship in early childhood. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 180–194). The Guilford Press.

    Google Scholar 

  • Humphrey, N., & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25(1), 77–91.

    Google Scholar 

  • Jervis, N., & Baker, M. (2004). Clinical and research implications of an investigation into theory of mind (TOM) task performance in children and adults with non-specific intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 17(1), 49–57. https://libproxy.library.unt.edu:2147/10.1111/j.1468-3148.2004.00172.x

    Google Scholar 

  • Kamps, D. M., Potucek, J., Lopez, A. G., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7(3), 335–357. https://libproxy.library.unt.edu:2147/10.1023/A:1022879607019

    Google Scholar 

  • Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620. https://doi.org/10.1111/j.1469-7610.2005.01567.x

  • Kassardjian, A., Taubman, M., Leaf, J. B., Edwards, A., McEachin, J., Leaf, R., Rudrud, E., & Schulze, K. (2013). Utilizing teaching interactions to facilitate social skills in the natural environment. Education & Training in Autism & Developmental Disabilities, 48(2), 245–257.

    Google Scholar 

  • Kelly, J. A., Wildman, B. G., & Berler, E. S. (1980). Small group behavioral training to improve the job interview skills repertoire of mildly retarded adolescents. Journal of Applied Behavior Analysis, 13(3), 461–471.

    PubMed  PubMed Central  Google Scholar 

  • Kennedy, C. H., & Shukla, S. (1995). Social interaction research for people with autism as a set of past, current, and emerging propositions. Behavioral Disorders, 21(1), 21–35. https://doi.org/10.1177/019874299502100104

  • Koegel, R. L., & Frea, W. D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26(3), 369–377.

    PubMed  PubMed Central  Google Scholar 

  • Kornacki, L. T., Ringdahl, J. E., Sjostrom, A., & Nuernberger, J. E. (2013). A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders. Research in Autism Spectrum Disorders, 7(11), 1370–1376.

    Google Scholar 

  • Kransny, L., Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics of North America, 12(1), 107–122. https://libproxy.library.unt.edu:2147/10.1016/S1056-4993(02)00051-2

    Google Scholar 

  • Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26(1), 121. https://libproxy.library.unt.edu:2147/10.1901/jaba.1993.26-121

    PubMed  PubMed Central  Google Scholar 

  • Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373–1400. https://libproxy.library.unt.edu:2147/10.1111/1467-8624.00101

    PubMed  Google Scholar 

  • Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30(3), 183–193.

    PubMed  Google Scholar 

  • Lavallee, K. L., Bierman, K. L., Nix, R. L., & Conduct Problems Prevention Research Group. (2005). The impact of first-grade “friendship group” experiences on child social outcomes in the Fast Track program. Journal of Abnormal Child Psychology, 33(3), 307–324.

    PubMed  PubMed Central  Google Scholar 

  • Lawton, K., & Kasari, C. (2012). Brief report: Longitudinal improvements in the quality of joint attention in preschool children with autism. Journal of Autism and Developmental Disorders, 42(2), 307–312. https://libproxy.library.unt.edu:2147/10.1007/s10803-011-1231-z

    PubMed  PubMed Central  Google Scholar 

  • Leaf, J. A., Leaf, J. B., Milne, C., Townley-Cochran, D., Oppenheim-Leaf, M. L., Cihon, J. H., et al. (2016a). The effects of the cool versus not cool procedure to teach social game play to individuals diagnosed with autism spectrum disorder. Behavior Analysis in Practice, 9(1), 34–49.

    PubMed  PubMed Central  Google Scholar 

  • Leaf, J. B., Dotson, W. H., Oppeneheim, M. L., Sheldon, J. B., & Sherman, J. A. (2010). The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder. Research in Autism Spectrum Disorders, 4(2), 186–198.

    Google Scholar 

  • Leaf, J. B., Kassardjian, A., Oppenheim-Leaf, M. L., Cihon, J. H., Taubman, M., Leaf, R., & McEachin, J. (2016b). Social thinking®: Science, pseudoscience, or antiscience? Behavior Analysis in Practice, 9(2), 152–157.

    PubMed  PubMed Central  Google Scholar 

  • Leaf, J. B., Leaf, J. A., Milne, C., Taubman, M., Oppenheim-Leaf, M., Torres, N., et al. (2017a). An evaluation of a behaviorally based social skills group for individuals diagnosed with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(2), 243–259.

    PubMed  Google Scholar 

  • Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Ala’i-Rosales, S., Ross, R. K., et al. (2016c). Applied behavior analysis is a science and, therefore, progressive. Journal of Autism and Developmental Disorders, 46(2), 720–731.

    PubMed  Google Scholar 

  • Leaf, J. B., Oppenheim-Leaf, M. L., Call, N. A., Sheldon, J. B., Sherman, J. A., Taubman, M., et al. (2012a). Comparing the teaching interaction procedure to social stories for people with autism. Journal of Applied Behavior Analysis, 45(2), 281–298.

    PubMed  PubMed Central  Google Scholar 

  • Leaf, J. B., Oppenheim-Leaf, M. L., & Weiss, M. J. (2017b). Future research directions as it relates to social behavior for individuals diagnosed with autism spectrum disorder. In J. B. Leaf (Ed.), Handbook of social skills and Autism spectrum disorder: Assessment, curricula, and intervention (pp. 407–421). Springer International Publishing.

    Google Scholar 

  • Leaf, J. B., Taubman, M., Bloomfield, S., Palos-Rafuse, L. I., McEachin, J. J., Leaf, R. B., & Oppenheim, M. L. (2009). Increasing social skills and prosocial behavior for three children diagnosed with autism through the use of a teaching package. Research in Autism Spectrum Disorder, 3(1), 275–289.

    Google Scholar 

  • Leaf, J. B., Taubman, M., Milne, C., Dale, S., Leaf, J., Townley-Cochran, D., et al. (2016d). Teaching social communication skills using a cool versus not cool procedure plus role-playing and a social skills taxonomy. Education and Treatment of Children, 39(1), 44–63.

    Google Scholar 

  • Leaf, J. B., Tsuji, K. H., Griggs, B., Edwards, A., Taubman, M., McEachin, J., Leaf, R., & Oppenheim-Leaf, M. L. (2012b). Teaching social skills to children with autism using the cool versus not cool procedure. Education & Training in Autism & Developmental Disabilities, 47(2), 165–175.

    Google Scholar 

  • Leaf, R., Taubman, M., & McEachin, J. (2008). Comparing Treatment Approaches. In R. J. McEachin & M. Taubman (Eds.), Sense and nonsense in the behavioral treatment of autism: It has to be said (pp. 131–144). DRL Books Inc.

    Google Scholar 

  • LeBlanc, L., Coates, A., Daneshvar, S., Charlop-Christy, M., Morris, C., & Lancaster, B. (2003). Using video modeling and reinforcement to teach perspective taking skills to children with autism. Journal of Applied Behavior Analysis, 36(2), 253–257.

    PubMed  PubMed Central  Google Scholar 

  • Lefebvre, D., & Strain, P. S. (1989). Effects of a group contingency on the frequency of social interactions among autistic and nonhandicapped preschool children: Making LRE efficacious. Journal of Early Intervention, 13(4), 329–341. https://libproxy.library.unt.edu:2147/10.1177/105381518901300405

    Google Scholar 

  • Loveland, K. A. (2005). Social-emotional impairment and self-regulation in autism spectrum disorders. In J. Nadel & D. Muir (Eds.), Emotional development: Recent research advances (pp. 365–382). Oxford University Press.

    Google Scholar 

  • MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42(1), 43–55.

    PubMed  PubMed Central  Google Scholar 

  • MacDuff, J. L., Ledo, R., McClannahan, L. E., & Krantz, P. J. (2007). Using scripts and script-fading procedures to promote bids for joint attention by young children with autism. Research in Autism Spectrum Disorders, 1(4), 281–290.

    Google Scholar 

  • MacManus, C., MacDonald, R., & Ahearn, W. H. (2015). Teaching and generalizing pretend play in children with autism using video modeling and matrix training. Behavioral Interventions, 30(3), 191–218. https://libproxy.library.unt.edu:2147/10.1002/bin.1406

    Google Scholar 

  • Macpherson, K., Charlop, M. H., & Miltenberger, C. A. (2015). Using portable video modeling technology to increase the compliment behaviors of children with autism during athletic group play. Journal of Autism and Developmental Disorders, 45(12), 3836–3845.

    PubMed  Google Scholar 

  • Maenner, M. J., Shaw, K., Baio, J., Washington, A., Patrick, M., DiRienzo, M., Christensen, D., Wiggins, L., Pettygrove, S., Andrews, J.G., Lopez, M., Hudson, A., Baroud, T., Schwenk, Y., White, T., Robinson Rosenberg, C., Lee, L., Harrington, R., Huston, M., et al. (2020). Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016. (2020, March 26). Retrieved from https://www.cdc.gov/mmwr/volumes/69/ss/ss6904a1.htm?s_cid=ss6904a1_w.

  • Martin, I., & McDonald, S. (2004). An exploration of causes of nonliteral language problems in individuals with Asperger syndrome. Journal of Autism and Developmental Disorders, 34(3), 311–328. https://doi.org/10.1023/BJADD.0000029553.52889.15

    Article  PubMed  Google Scholar 

  • Marzullo-Kerth, D., Reeve, S., Reeve, K., & Townsend, D. (2011). Using multiple-exemplar training to teach a generalized repertoire of sharing to children with autism. Journal of Applied Behavior Analysis, 22(2), 279–294.

    Google Scholar 

  • Mayes, S. D., Gorman, A. A., Hillwig-Garcia, J., & Syed, E. (2013). Suicide ideation and attempts in children with autism. Research in Autism Spectrum Disorders, 7(1), 109–119.

    Google Scholar 

  • Mazurek, M. O., & Kanne, S. M. (2010). Friendship and internalizing symptoms among children and adolescents with ASD. Journal of Autism and Developmental Disorders, 40(12), 1512–1520.

    PubMed  Google Scholar 

  • McCoy, K., & Hermarisen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education & Treatment of Children (West Virginia University Press), 30(4), 183–213. https://libproxy.library.unt.edu:2147/10.1353/etc.2007.0029

    Google Scholar 

  • McGee, G. G., & Daly, T. (2007). Incidental teaching of age-appropriate social phrases to children with autism. Research and Practice for Persons with Severe Disabilities, 32(2), 112–123.

    Google Scholar 

  • Mehling, M. H., & Tassé, M. J. (2015). Impact of choice on social outcomes of adults with ASD. Journal of Autism and Developmental Disorders, 45(6), 1588–1602.

    PubMed  Google Scholar 

  • Mendelson, J. L., Gates, J. A., & Lerner, M. D. (2016). Friendship in school-age boys with autism spectrum disorders: A meta-analytic summary and developmental, process-based model. Psychological Bulletin, 142(6), 601.

    PubMed  Google Scholar 

  • Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., & Parlade, M. V. (2007). Individual differences and the development of joint attention in infancy. Child Development, 78(3), 938–954.

    PubMed  PubMed Central  Google Scholar 

  • Mundy, P., & Crowson, M. (1997). Joint attention and early social communication: Implications for research on intervention with autism. Journal of Autism & Developmental Disorders, 27(6), 653–676. https://libproxy.library.unt.edu:2147/10.1023/A:1025802832021

    Google Scholar 

  • Murdock, L. C., & Hobbs, J. Q. (2011). Picture me playing: Increasing pretend play dialogue of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 41(7), 870–878.

    PubMed  Google Scholar 

  • National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Author.

    Google Scholar 

  • Nikopoulos, C. K., & Kennan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37(1), 93–96.

    PubMed  PubMed Central  Google Scholar 

  • Nuernberger, J. E., Ringdahl, J. E., Vargo, K. K., Crumpecker, A. C., & Gunnarsson, K. F. (2013). Using a behavioral skills training package to teach conversation skills to young adults with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(2), 411–417.

    Google Scholar 

  • Nuzzolo-Gomez, R., Leonard, M. A., Ortiz, E., Rivera, C. M., & Greer, R. D. (2002). Teaching children with autism to prefer books or toys over stereotypy or passivity. Journal of Positive Behavior Interventions, 4(2), 80–87.

    Google Scholar 

  • Odom, S. L., & Strain, P. S. (1986). A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers. Journal of Applied Behavior Analysis, 19(2), 59–71. https://libproxy.library.unt.edu:2147/10.1901/jaba.1986.19-59

    PubMed  PubMed Central  Google Scholar 

  • Ozonoff, S., & Miller, J. N. (1996). An exploration of right hemisphere contributions to the pragmatic impairments of autism. Brain and Language, 52(3), 411–434. https://doi.org/10.1006/brln.1996.0022

    Article  PubMed  Google Scholar 

  • Palmen, A., Didden, R., & Arts, M. (2008). Improving question asking in high-functioning adolescents with autism spectrum disorders: Effectiveness of small-group training. Autism: The International Journal of Research and Practice, 12(1), 83–98.

    PubMed  Google Scholar 

  • Parker, J. G., Rubin, K. H., Price, J. M., & Derosier, M. E. (1995). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (pp. 161–196). Wiley.

    Google Scholar 

  • Peters, L. C., & Thompson, R. H. (2015). Teaching children with autism to respond to conversation partners’ interest. Journal of Applied Behavior Analysis, 48(3), 544–562.

    PubMed  Google Scholar 

  • Phillips, E. L. (1968). Achievement Place: Token reinforcement procedures in a home-style rehabilitation setting for “pre-delinquent” boys. Journal of Applied Behavior Analysis, 1(3), 213–223.

    PubMed  PubMed Central  Google Scholar 

  • Piaget, J. (1952). Play, dreams and imitation in childhood. London, UK: Routledge.

    Google Scholar 

  • Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28(3), 285–295. https://libproxy.library.unt.edu:2147/10.1901/jaba.1995.28-285

    PubMed  PubMed Central  Google Scholar 

  • Plavnick, J. B., Sam, A. M., Hume, K., & Odom, S. L. (2013). Effects of video-based group instruction for adolescents with autism spectrum disorder. Exceptional Children, 80(1), 67–83. https://libproxy.library.unt.edu:2147/10.1177/001440291308000103

    Google Scholar 

  • Pollard, N. L. (1998). Development of social interaction skills in preschool children with autism: A review of the literature. Child and Family Behaviour Therapy, 20(2), 1–16. https://doi.org/10.1300/J019v20n02_01

  • Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.

    PubMed  Google Scholar 

  • Reynhout, G., & Carter, M. (2009). The use of social stories by teachers and their perceived efficacy. Research in Autism Spectrum Disorders, 3(1), 232–251.

    Google Scholar 

  • Roff, M. F., Sells, S. B., & Golden, M. M. (1972). Social adjustment and personality development in children. U of Minnesota Press.

    Google Scholar 

  • Rogers, S. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism & Developmental Disorders, 30(5), 399.

    Google Scholar 

  • Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37(4), 535–538.

    PubMed  PubMed Central  Google Scholar 

  • Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34(1), 81–84.

    PubMed  PubMed Central  Google Scholar 

  • Schalock, R. L. (2004). Quality of life from a motivational perspective. In H. N. Switzky (Ed.), Personality and motivational systems in mental retardation (Vol. 28, pp. 303–319). Elsevier Academic Press.

    Google Scholar 

  • Scheeren, A. M., Koot, H. M., & Begeer, S. (2012). Social interaction style of children and adolescents with high-functioning autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(10), 2046–2055. https://doi.org/10.1007/s10803-012-1451-x

  • Schohl, K., Hecke, A., Carson, A., Dolan, B., Karst, J., & Stevens, S. (2014). A replication and extension of the PEERS intervention: Examining effects on social skills and social anxiety in adolescents with autism spectrum disorders. Journal of Autism & Developmental Disorders, 44(3), 532–545.

    Google Scholar 

  • Schopler, E., & Mesibov, G. (1983). Autism in adolescents and adults. Plenum Press.

    Google Scholar 

  • Schrandt, J., Townsend, D., & Poulson, C. (2009). Teaching empathy skills to children with autism. Journal of Applied Behavior Analysis, 42(1), 17–32.

    PubMed  PubMed Central  Google Scholar 

  • Schreibman, L. (1988). Diagnostic features of autism. Journal of Child Neurology, 3(1_suppl), S57–S64. https://doi.org/10.1177/0883073888003001S11

    Article  PubMed  Google Scholar 

  • Schultz, R. T., Grelotti, D. J., Klin, A., Kleinman, J., Van der Gaag, C., Marois, R., & Skudlarski, P. (2003). The role of the fusiform face area in social cognition: Implications for the pathobiology of autism. Philosophical Transactions of the Royal Society of London Series B: Biological Sciences, 358, 415–427. https://doi.org/10.1098/rstb.2002.1208

    Article  PubMed  PubMed Central  Google Scholar 

  • Scott, J., Clark, C., & Brady, M. (2000). Students with autism: Characteristics and instructional programming. San Diego, CA: Singular Publishing Group.

    Google Scholar 

  • Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86–92.

    Google Scholar 

  • Stannis, R. L., Crosland, K. A., Miltenberger, R., & Valbuena, D. (2019). Response to bullying (RTB): Behavioral skills and in situ training for individuals diagnosed with intellectual disabilities. Journal of Applied Behavior Analysis, 52(1), 73–83. https://libproxy.library.unt.edu:2147/10.1002/jaba.501

    PubMed  Google Scholar 

  • Stauch, T. A., Plavnick, J. B., Sankar, S., & Gallagher, A. C. (2018). Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction. Journal of Applied Behavior Analysis, 51(3), 647–666.

    PubMed  Google Scholar 

  • Sterling, L., Dawson, G., Estes, A., & Greenson, J. (2008). Characteristics associated with presence of depressive symptoms in adults with autism spectrum disorder. Journal of Autism & Developmental Disorders, 38(6), 1011–1018. https://libproxy.library.unt.edu:2147/10.1007/s10803-007-0477-y

    Google Scholar 

  • Stokes, M. A., & Kaur, A. (2005). High-functioning autism and sexuality: A parental perspective. Autism, 9(3), 266–289.

    PubMed  Google Scholar 

  • Styles, A. (2011). Social Stories: Does the research evidence support the popularity? Educational Psychology in Practice, 27(4), 415–436. https://libproxy.library.unt.edu:2147/10.1080/02667363.2011.624312

    Google Scholar 

  • Tager-Flusberg, H. (1981). On the nature of linguistic functioning in early infantile autism. Journal of Autism and Developmental Disorders, 11(1), 45–56. https://doi.org/10.1007/BF01531340

    Article  PubMed  Google Scholar 

  • Tanaka, J. W., Wolf, J. M., Klaiman, C., Koenig, K., Cockburn, J., Herlihy, L., et al. (2012). The perception and identification of facial emotions in individuals with autism spectrum disorders using the let’s face it! Emotion skills battery. Journal of Child Psychology and Psychiatry, 53(12), 1259–1267.

    PubMed  Google Scholar 

  • Tantam, D. (2003). The challenge of adolescents and adults with Asperger syndromes. Child and Adolescent Psychiatric Clinics of North America, 12(1), 143–163. https://libproxy.library.unt.edu:2147/10.1016/S1056-4993(02)00053-6

    PubMed  Google Scholar 

  • Tomasello, M., & Farrar, M. (1986). Joint Attention and Early Language. Child Development, 57(6), 1454–1463. https://doi.org/10.2307/1130423

    Article  PubMed  Google Scholar 

  • Tostanoski, A., Lang, R., Raulston, T., Carnett, A., & Davis, T. (2014). Voices from the past: Comparing the rapid prompting method and facilitated communication. Developmental Neurorehabilitation, 17(4), 219–223. https://libproxy.library.unt.edu:2147/10.3109/17518423.2012.749952

    PubMed  Google Scholar 

  • Travers, J., & Tincani, M. (2010). Sexuality education for individuals with autism spectrum disorders: Critical issues and decision making guidelines. Education & Training in Autism & Developmental Disabilities, 45(2), 284–293.

    Google Scholar 

  • Ungerer, J. A., & Sigman, M. (1981). Symbolic play and language comprehension in autistic children. Journal of the American Academy of Child Psychiatry, 20(2), 318–337.

    PubMed  Google Scholar 

  • Vitaro, F., Boivin, M., & Bukowski, W. M. (2009). The role of friendship in child and adolescent psychosocial development. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 568–588). Guilford Press.

    Google Scholar 

  • Volkmar, F., & van der Wyk, B. (2017). Understanding the Social Nature of Autism: From Clinical Manifestations to Brain Mechanisms. In J. B. Leaf (Ed.), Handbook of social skills and Autism spectrum disorder: Assessment, curricula, and intervention. Springer International Publishing.

    Google Scholar 

  • Wang, S., Parrila, R., & Cui, Y. (2012). Meta-analysis of social skills interventions of single-case research for individuals with autism spectrum disorders: Results from three-level HLM. Journal of Autism and Developmental Disorders, 43, 1701–1716. https://doi.org/10.1007/s10803-012-1726-2

  • Wetherby, A. M., Watt, N., Morgan, L., & Shumway, S. (2007). Social communication profiles of children with autism spectrum disorders late in the second year of life. Journal of Autism and Developmental Disorders, 37(5), 960–975.

    PubMed  Google Scholar 

  • White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868.

    Google Scholar 

  • White, S. W., Koenig, K., & Scahill, L. (2010). Group social skills instruction for adolescents with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25(4), 209–219.

    Google Scholar 

  • Whitehouse, R., Chamberlain, P., & O’brien, A. (2001). Increasing social interactions for people with more severe learning disabilities who have difficulty developing personal relationships. Journal of Learning Disabilities, 5(3), 209–220.

    Google Scholar 

  • Wing, L., Gould, J., Yeates, S. R., & Brierley, L. M. (1977). Symbolic play in severely mentally retarded and in autistic children. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 18(2), 167–178.

    PubMed  Google Scholar 

  • Winter-Messiers, M. A. (2007). From tarantulas to toilet brushes: Understanding the special interest areas of children and youth with Asperger syndrome. Remedial and Special Education, 28(3), 140–152. https://doi.org/10.1177/07419325070280030301

  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214.

    PubMed  PubMed Central  Google Scholar 

  • Wolfberg, P. J., & Schuler, A. L. (1993). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23(3), 467–489. https://libproxy.library.unt.edu:2147/10.1007/BF01046051

    PubMed  Google Scholar 

  • Wong, C., Odom, S., Hume, K., Cox, A., Fettig, A., Kucharczyk, S., Brock, M., Plavnick, J., Fleury, V., & Schultz, T. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism & Developmental Disorders, 45(7), 1951–1966. https://libproxy.library.unt.edu:2147/10.1007/s10803-014-2351-z

    Google Scholar 

  • Zablotsky, B., Bradshaw, C. P., Anderson, C., & Law, P. A. (2013). The association between bullying and the psychological functioning of children with autism spectrum disorders. Journal of Developmental and Behavioral Pediatrics, 34(1), 1–8. https://libproxy.library.unt.edu:2147/10.1097/DBP.0b013e31827a7c3a

    PubMed  Google Scholar 

  • Zweers, I., Scholte, R., & Didden, R. (2017). Bullying among youth with autism spectrum disorders. In J. B. Leaf (Ed.), Handbook of social skills and Autism spectrum disorder: Assessment, curricula, and intervention. Springer International Publishing.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2022 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Creem, A., Leaf, J.B., Oppenheim-Leaf, M.L. (2022). Social Behavior and Interventions for Individuals Diagnosed with Autism Spectrum Disorder. In: Matson, J.L., Sturmey, P. (eds) Handbook of Autism and Pervasive Developmental Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-88538-0_37

Download citation

Publish with us

Policies and ethics