The Effectiveness of Social Skills Training with Autistic Ch

One of the reasons why an autistic child may not interact well with others is because their ‘different’ behaviors may intimidate or discourage others around them. Abnormal language, insistence of non-changing environments, unusual repeated movements, and negativisms are the more common behaviors an autistic child may portray. The research articles/studies I have chosen wish to improve some, if not all, of these non-sociable behaviors by means of behavior modification, with hopes of having a generalization effect to other non-target behavior

There was a future suggestion made by Kamps (1992) suggested that, “There remains a need to examine the quality of interactions, the effects of social skills programs longitudinally, and generalization of skills”. This was brought to the attention of with many of the researchers in my selected research articles. The research articles/studies that are a basis of this paper are ones that take on improving the social skills of autistic children. There have been countless studies testing different techniques of teaching autistic children to become more sociable. Also included is how the improvement on only a few target behaviors can be generalized and help modify other non-target behaviors. The thesis of my paper is that there are techniques that improve the social skills of autistic children and may also provide a generalization effect on other non-target behaviors.

In another research article I chose, Kamps (1992) found that “rather than focus on structured learning of many social behaviors as dictated by published curricula, the groups were more successful when focusing on fewer behaviors with more practice opportunities for these basic skills.” Kamps (1992) went on to say that this allowed the autistic child to be able to think more abstractly and then the autistic children are able to generalize their new skills across many other non-targeted social skills.

Over the past twenty years, a variety of treatment approaches have been used in an attempt to help the social skills deficits of people with autism (Ozonoff & Miller, 1995). Among these techniques, one goal of these programs is the development of social and communicative skills of children with autism through their participation in social interactions with their typical peers (Hwang & Hughes, 2000).

Some topics in this essay:
Hwang Hughes, Ozonoff Miller, Koegel Frea, Stahmer Schreibman, Stahmer Schreibman’s, Garnham Rideout, Introduction Autism, Koegel Frea’s, Laushey Heflin’s, Laushey Heflin, social skills, autistic children, children autism, ozonoff miller, autistic child, social communicative, koegel frea, koegel frea 1993, kamps 1992, skills autistic, miller 1995, social skills training, social skills autistic, hwang hughes 2000, ozonoff miller 1995,