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Effects of a Clinic-Based Conversation Skills Group Training Program on Children with High Functioning Autism/Asperger Syndrome

Smith, Allison Dawn Breit
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1185377565

Abstract Details

2007, PhD, University of Cincinnati, Allied Health Sciences : Speech-Language Pathology.
One of the most powerful human abilities is the use of language in conversation as a means of relating to other humans. Children diagnosed with High Functioning Autism/Asperger Syndrome (HFA/AS), however, often have difficulty conversing. As a result, speech-language pathologists have developed and implemented clinic-based social skills group training programs to improve the conversation skills of children with HFA/AS. Although clinicians intuitively perceive the benefits of social skills group training programs, there is inconclusive evidence to support clinical practice. Therefore, the purpose of this study was to explore the effects of teaching conversation skills, namely appropriate initiations and responses, to children diagnosed with HFA/AS in an outpatient clinic-based group setting. Seven boys between the ages of 8 and 10 years old participated in this study. The boys attended a 6 week conversation skills group intervention program that met one time per week for 90 minutes. This study utilized an observational design. Prior to, immediately after and 6 weeks following the intervention, data regarding the children’s initiations, responses, appropriateness and partner (peer/adult) during conversation was collected in-clinic, as well as at participants’ schools. Descriptive measures for this study included frequency counts, ratios, means and difference scores. Results from this study suggest an increase in the frequency of responses used in-clinic, as well as an increase in participants’ use of initiations at school at post observation. Little to no maintenance of the increase in initiations, noted at post observation, was observed at the 6 week follow-up observation. No major trends, only slight increases and decreases, were noted both in-clinic and at school regarding appropriateness and to whom participants directed their initiations and responses to (peer/adult) during conversation.
Dr. Donna Murray (Advisor)
148 p.
Health Sciences, Speech Pathology
Autism; Conversation; Social Skills Interventions; Clinic; Asperger Syndrome; High Functioning Autism; Outpatient; Children

Recommended Citations

Citations

  • Smith, A. D. B. (2007). Effects of a Clinic-Based Conversation Skills Group Training Program on Children with High Functioning Autism/Asperger Syndrome [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1185377565

    APA Style (7th edition)

  • Smith, Allison. Effects of a Clinic-Based Conversation Skills Group Training Program on Children with High Functioning Autism/Asperger Syndrome. 2007. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1185377565.

    MLA Style (8th edition)

  • Smith, Allison. "Effects of a Clinic-Based Conversation Skills Group Training Program on Children with High Functioning Autism/Asperger Syndrome." Doctoral dissertation, University of Cincinnati, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1185377565

    Chicago Manual of Style (17th edition)

ucin1185377565
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© 2007, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.