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TEACHER PERCEPTIONS OF A CLINIC BASED CONVERSATION SKILLS GROUP TRAINING PROGRAM PRE AND POST INTERVENTION ON CHILDREN WITH HIGH FUNCTIONING AUTISM/ASPERGER SYNDROME

INGRAM, KELLIE E
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179469570

Abstract Details

2007, MA, University of Cincinnati, Allied Health Sciences : Communication Science and Disorders.
Prior research has shown that children with autism display pragmatic impairments in their language. There was an interest in examining teacher’s perceptions of behavior and social skills pre and post intervention for children diagnosed with High Functioning Autism/Asperger Syndrome (HFA/AS) participating in a clinic-based social skills group intervention. This study aimed to measure the perception of change in social skills when directly teaching conversation skills to children with HFA/AS in a clinic-based outpatient group setting, as well as, to measure the generalization of taught conversation skills to a natural environment, based on pre and post questionnaires given to teachers of the participants. Overall, the participants’ data was variable. Statistical significance was found in the decrease of problematic behaviors, an increased ability in affective understanding/perspective taking, and the ability to maintain interactions. There was, however, no statistical significance in an increased ability to initiate and respond to interactions.
Dr. Sandra Grether (Advisor)
29 p.
Health Sciences, Speech Pathology
autism; social skills groups; teacher perceptions

Recommended Citations

Citations

  • INGRAM, K. E. (2007). TEACHER PERCEPTIONS OF A CLINIC BASED CONVERSATION SKILLS GROUP TRAINING PROGRAM PRE AND POST INTERVENTION ON CHILDREN WITH HIGH FUNCTIONING AUTISM/ASPERGER SYNDROME [Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179469570

    APA Style (7th edition)

  • INGRAM, KELLIE. TEACHER PERCEPTIONS OF A CLINIC BASED CONVERSATION SKILLS GROUP TRAINING PROGRAM PRE AND POST INTERVENTION ON CHILDREN WITH HIGH FUNCTIONING AUTISM/ASPERGER SYNDROME. 2007. University of Cincinnati, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179469570.

    MLA Style (8th edition)

  • INGRAM, KELLIE. "TEACHER PERCEPTIONS OF A CLINIC BASED CONVERSATION SKILLS GROUP TRAINING PROGRAM PRE AND POST INTERVENTION ON CHILDREN WITH HIGH FUNCTIONING AUTISM/ASPERGER SYNDROME." Master's thesis, University of Cincinnati, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179469570

    Chicago Manual of Style (17th edition)

ucin1179469570
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© 2007, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.
Release 3.2.12