Journal of Autism and Developmental Disorders

, Volume 38, Issue 3, pp 581–591 | Cite as

Brief Report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA)

  • Pamela J. Crooke
  • Ryan E. Hendrix
  • Janine Y. Rachman
Brief Report


This is the first report from a large multiple baseline single-subject design study of children with Autism Spectrum Disorders (ASD). This brief report examines effectiveness of teaching a social cognitive (Social Thinking) approach to six males with Asperger syndrome (AS) or High Functioning Autism (HFA). Data included are restricted to pre- post-treatment comparisons of verbal and non-verbal social behaviors. Structured treatment and semi-structured generalization sessions occurred over eight weeks. Results indicated significant changes from pre- to post- measures on both verbal/nonverbal “expected” and “unexpected” behaviors, significant increases in the subcategories of “expected verbal”, “listening/thinking with eyes”, and “initiations”, and robust decreases in the subcategories of “unexpected-verbal” and “unexpected-nonverbal”. Importance of social cognitive approaches for children AS and HFA is discussed.


Asperger syndrome High functioning autism Social cognition Social skills Social thinking 


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Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  • Pamela J. Crooke
    • 1
    • 2
    • 3
  • Ryan E. Hendrix
    • 1
    • 3
  • Janine Y. Rachman
    • 1
    • 4
  1. 1.Speech, Language & Hearing SciencesUniversity of ArizonaTucsonUSA
  2. 2.Department of Communicative Disorders and SciencesSan Jose State UniversitySan JoseUSA
  3. 3.M.G. Winner’s Center for Social ThinkingSan JoseUSA
  4. 4.Stone Oak Therapy Services and Learning InstituteSan AntonioUSA

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