Journal of Autism and Developmental Disorders

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

Abstract: 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.

by Amy C. Miller
B.G.S., The University of Kansas, 2002

Submitted to the Department of Speech-Language-Hearing: Sciences and Disorders and the Faculty of the Graduate School of the University of Kansas in partial fulfillment of the requirements for the degree of Master of Arts.

A Thesis Presented to The Faculty of the Department of Special Education California State University, Los Angeles

In Partial Fulfillment of the Requirements for the Degree Master of Arts

Acknowledgements

Special thanks goes to Dr. Jennifer Symon for assisting in picking up the pieces; Dr. Randy Campbell for lifting me up and kicking me out; and Dr. Tom Willis for providing the laboratory in which to explore my ideas. Thanks to all three for their patience and guidance during this arduous thesis process. Particular thanks goes to Dr. Christine Givner, who originally set the course and helped chart the direction of my thinking. Dr. Givner mentored me through many years of turmoil and development, and her ceaseless encouragement was crucial every step of the way.