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Autism Spectrum Disorder - Practical Interventions for Build Basic Social Skills
Asperger: Practical Interventions to Build Basic Social Skills - 6 CEUs

Section 19

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Peer-Reviewed Journal Article References:
Ala'i-Rosales, S., Zeug, N. M., & Baynham, T. Y. (2008). The development of interests in children with autism: A method to establish baselines for analyses and evaluation. Behavioral Development Bulletin, 14(1), 3–16. 

Alostaz, J., Baker, J. K., Fenning, R. M., Neece, C. L., & Zeedyk, S. (2021). Parental coping as a buffer between child factors and emotion-related parenting in families of children with autism spectrum disorder. Journal of Family Psychology. Advance online publication.

Ashbaugh, K., Koegel, R. L., & Koegel, L. K. (2017). Increasing social integration for college students with autism spectrum disorder. Behavioral Development Bulletin, 22(1), 183–196.

Barnard-Brak, L., Richman, D. M., Chesnut, S. R., & Little, T. D. (2016). Social Communication Questionnaire scoring procedures for autism spectrum disorder and the prevalence of potential social communication disorder in ASD. School Psychology Quarterly, 31(4), 522–533.

Birmingham, E., Johnston, K. H. S., & Iarocci, G. (2017). Spontaneous gaze selection and following during naturalistic social interactions in school-aged children and adolescents with autism spectrum disorder. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 71(3), 243–257.

Blackman, A. L., Jimenez-Gomez, C., & Shvarts, S. (2020). Comparison of the efficacy of online versus in-vivo behavior analytic training for parents of children with autism spectrum disorder. Behavior Analysis: Research and Practice, 20(1), 13–23.

Bowler, D. M., Gardiner, J. M., Grice, S., & Saavalainen, P. (2001). "Memory illusions: False recall and recognition in adults with Asperger's syndrome": Correction to Bowler et al. (2000). Journal of Abnormal Psychology, 110(2), 215.

Bos, D. J., Silverman, M. R., Ajodan, E. L., Martin, C., Silver, B. M., Brouwer, G. J., Di Martino, A., & Jones, R. M. (2019). Rigidity coincides with reduced cognitive control to affective cues in children with autism. Journal of Abnormal Psychology, 128(5), 431–441.

Brandes-Aitken, A., Anguera, J. A., Rolle, C. E., Desai, S. S., Demopoulos, C., Skinner, S. N., Gazzaley, A., & Marco, E. J. (2018). Characterizing cognitive and visuomotor control in children with sensory processing dysfunction and autism spectrum disorders. Neuropsychology, 32(2), 148–160. 

Brown, A. S., Holden, G. W., & Ashraf, R. (2018). Spank, slap, or hit? How labels alter perceptions of child discipline. Psychology of Violence, 8(1), 1–9.

Crown, N. J. (2021). Oh no! I see a pit: Making sense of the sensory on the autism spectrum. Psychoanalytic Psychology. Advance online publication.

DeLoache, J. S., Simcock, G., & Macari, S. (2008). "Planes, trains, automobiles--and tea sets: Extremely intense interests in very young children": Correction to DeLoache, Simcock, and Macari (2007). Developmental Psychology, 44(1), 217.

DeQuinzio, J. A., Ruch, S. A., & Taylor, B. A. (2020). Teaching children with autism to respond to joyful and fearful expressions within social referencing. Behavioral Development, 25(1), 17–29.

ElGarhy, S., & Liu, T. (2016). Effects of psychomotor intervention program on students with autism spectrum disorder. School Psychology Quarterly, 31(4), 491–506.

Field, T. (2017). Imitation enhances social behavior of children with autism spectrum disorder: A review. Behavioral Development Bulletin22(1), 86–93.

Garbacz, S. A., McIntyre, L. L., & Santiago, R. T. (2016). Family involvement and parent–teacher relationships for students with autism spectrum disorders. School Psychology Quarterly31(4), 478–490.

Glick, G. C., & Rose, A. J. (2011). Prospective associations between friendship adjustment and social strategies: Friendship as a context for building social skills. Developmental Psychology, 47(4), 1117–1132. 

Goetz, G. L., Rodriguez, G., & Hartley, S. L. (2019). Actor-partner examination of daily parenting stress and couple interactions in the context of child autism. Journal of Family Psychology33(5), 554–564.

Goodman, G., Reed, P., & Athey-Lloyd, L. (2015). Mentalization and play therapy processes between two therapists and a child with Asperger’s disorder. International Journal of Play Therapy, 24(1), 13–29. 

Gunty, A. L. (2021). Rethinking resilience in families of children with autism spectrum disorders. Couple and Family Psychology: Research and Practice, 10(2), 87–102.

Hoglund, W. L., & Leadbeater, B. J. (2004). The Effects of Family, School, and Classroom Ecologies on Changes in Children's Social Competence and Emotional and Behavioral Problems in First Grade. Developmental Psychology, 40(4), 533–544. 

Johnson, N., Sangasy, P., & Robinson, K. (2020). “No one could calm him down”: Mothers’ experience of autism diagnosis and obtainment of resources in an urban public school district. Families, Systems, & Health38(3), 255–264.

Kim, S., & Clarke, E. (2015). Case study: An iPad-based intervention on turn-taking behaviors in preschoolers with autism. Behavioral Development Bulletin, 20(2), 253–264.

Kissine, M., Bertels, J., Deconinck, N., Passeri, G., & Deliens, G. (2021). Audio-visual integration in nonverbal or minimally verbal young autistic children. Journal of Experimental Psychology: General. Advance online publication.

Krackow, E. (2021). Adults’ perceptions of child maltreatment allegations: The influence of autism spectrum disorder diagnosis, parental coaching, accuracy of children’s autobiographical recall and expert witness testimony. Psychology of Consciousness: Theory, Research, and Practice. Advance online publication.

Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills.Developmental Psychology, 42(4), 627–642.

La Roche, M. J., Bush, H. H., & D'Angelo, E. (2018). The assessment and treatment of autism spectrum disorder: A cultural examination. Practice Innovations3(2), 107–122.

Lorber, M. F., Mitnick, D. M., & Slep, A. M. S. (2016). Parents’ experience of flooding in discipline encounters: Associations with discipline and interplay with related factors. Journal of Family Psychology, 30(4), 470–479.

Lovett, S., & Rehfeldt, R. A. (2014). An evaluation of multiple exemplar instruction to teach perspective-taking skills to adolescents with Asperger Syndrome. Behavioral Development Bulletin, 19(2), 22–36.

Lowe, M. X., Stevenson, R. A., Wilson, K. E., Ouslis, N. E., Barense, M. D., Cant, J. S., & Ferber, S. (2016). Sensory processing patterns predict the integration of information held in visual working memory. Journal of Experimental Psychology: Human Perception and Performance, 42(2), 294–301.

Melgarejo, M., Lind, T., Stadnick, N. A., Helm, J. L., & Locke, J. (2020). Strengthening capacity for implementation of evidence-based practices for autism in schools: The roles of implementation climate, school leadership, and fidelity. American Psychologist75(8), 1105–1115.

Mendelson, J. L., Gates, J. A., & Lerner, M. D. (2016). Friendship in school-age boys with autism spectrum disorders: A meta-analytic summary and developmental, process-based model. Psychological Bulletin, 142(6), 601–622.

Miller, M., Sun, S., Iosif, A.-M., Young, G. S., Belding, A., Tubbs, A., & Ozonoff, S. (2021). Repetitive behavior with objects in infants developing autism predicts diagnosis and later social behavior as early as 9 months. Journal of Abnormal Psychology, 130(6), 665–675.

Morgan, L., Hooker, J. L., Sparapani, N., Reinhardt, V. P., Schatschneider, C., & Wetherby, A. M. (2018). Cluster randomized trial of the classroom SCERTS intervention for elementary students with autism spectrum disorder. Journal of Consulting and Clinical Psychology86(7), 631–644.

Neimy, H., Pelaez, M., Carrow, J., Monlux, K., & Tarbox, J. (2017). Infants at risk of autism and developmental disorders: Establishing early social skills. Behavioral Development Bulletin22(1), 6–22.

Papp, L. M., Drastal, K. C., Lorang, E. K., & Hartley, S. L. (2020). Mother-father physiological synchrony during conflict and moderation by parenting challenges: Findings from parents of children with autism spectrum disorder. Families, Systems, & Health, 38(4), 476–481.

Peterson, C., Slaughter, V., Moore, C., & Wellman, H. M. (2016). Peer social skills and theory of mind in children with autism, deafness, or typical development. Developmental Psychology, 52(1), 46–57.

Polirstok, S. R., & Houghteling, L. (2006). Asperger Syndrome: A primer for behavioral interventionists. Journal of Early and Intensive Behavior Intervention, 3(2), 187–195.

Poole, D., Gowen, E., Warren, P. A., & Poliakoff, E. (2018). Visual-tactile selective attention in autism spectrum condition: An increased influence of visual distractors. Journal of Experimental Psychology: General, 147(9), 1309–1324.

Proff, I., Williams, G. L., Quadt, L., & Garfinkel, S. N. (2021). Sensory processing in autism across exteroceptive and interoceptive domains. Psychology & Neuroscience. Advance online publication.

Rispoli, K. M., Lee, G. K., Nathanson, E. W., & Malcolm, A. L. (2019). The parent role in school-based teams for adolescents with autism spectrum disorder. School Psychology34(4), 458–467.

Rodriguez, P. P., & Gutierrez, A. (2017). A comparison of two procedures to condition social stimuli to function as reinforcers for children with autism. Behavioral Development Bulletin22(1), 159–172.

Roemer, E. J. (2021). Beyond the toddler years: A meta-analysis of communicative abilities in siblings of children with autism spectrum disorder. Psychological Bulletin147(5), 437–454.

Roper, S. O., Allred, D. W., Mandleco, B., Freeborn, D., & Dyches, T. (2014). Caregiver burden and sibling relationships in families raising children with disabilities and typically developing children. Families, Systems, & Health, 32(2), 241–246.

Rosenbrock, G. J., Jellinek, E. R., Truong, D. M., McKee, S. L., Stewart, C. M., & Mire, S. S. (2021). Treatment acceptability in parent-mediated interventions: Considerations for maximizing outcomes for children with autism. Practice Innovations. Advance online publication.

Samson, A. C., Huber, O., & Gross, J. J. (2012). Emotion regulation in Asperger's syndrome and high-functioning autism. Emotion, 12(4), 659–665. 

Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Dunham, K., Feldman, J. I., Crank, J., Albarran, S. A., Raj, S., Mahbub, P., & Woynaroski, T. G. (2020). Project AIM: Autism intervention meta-analysis for studies of young children. Psychological Bulletin146(1), 1–29.

Santiago, R. T., McIntyre, L. L., & Garbacz, S. A. (2021). Dimensions of family–school partnerships for autistic children: Context and congruence. School Psychology. Advance online publication.

Skorich, D. P., Cassidy, L. M., Karimi, K. S., & Haslam, S. A. (2021). Self-categorization and autism: Exploring the relationship between autistic traits and group homogeneity. Journal of Experimental Psychology: Applied. Advance online publication.

Speckman, J., Longano, J. M., & Syed, N. (2017). The effects of conditioning three-dimensional stimuli on identity matching and imitative responses in young children with autism spectrum disorder. Behavioral Development Bulletin22(1), 111–128.

Tannoia, D. P., & Lease, A. M. (2021). The relation of inattention and hyperactivity-impulsivity to peer dislike: An examination of potential mediators. School Psychology. Advance online publication.

Ungar, W. J., Tsiplova, K., Millar, N., & Smith, I. M. (2018). Development of the Resource Use Questionnaire (RUQ–P) for families with preschool children with neurodevelopmental disorders: Validation in children with autism spectrum disorder. Clinical Practice in Pediatric Psychology6(2), 164–178.

van Hoogdalem, L. E., Feijs, H. M. E., Bramer, W. M., Ismail, S. Y., & van Dongen, J. D. M. (2021). The effectiveness of neurofeedback therapy as an alternative treatment for autism spectrum disorders in children: A systematic review. Journal of Psychophysiology35(2), 102–115.

Van Horn, M. L., Atkins-Burnett, S., Karlin, E., Ramey, S. L., & Snyder, S. (2007). Parent ratings of children's social skills: Longitudinal psychometric analyses of the Social Skills Rating System. School Psychology Quarterly, 22(2), 162–199.

Whitehead, P. M., & Purvis, K. (2021). Humanizing autism research and treatment: Facilitating individuation through person-centered therapy. The Humanistic Psychologist. Advance online publication.

Wiedermann, W., Reinke, W. M., & Herman, K. C. (2020). Prosocial skills causally mediate the relation between effective classroom management and academic competence: An application of direction dependence analysis. Developmental Psychology, 56(9), 1723–1735. 

Additional References:

Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review36(1).

Bock, M., Rogers, M. F., & Myles, B. S. (2001). Using Social Stories and Comic Strip Conversations to Interpret Social Situations for an Adolescent with Asperger Syndrome.  Intervention in School and Clinic, 36(5), 310-313.
(AS is now ASD per DSM-5.)

Burdon, L., & Dickens, G. (2009). Asperger syndrome and offending behaviour. Learning Disability Practice12(9), 14.
(AS is now ASD per DSM-5.)

Carrington, S., Templeton, E., & Papinczak, T. (2003). Adolescents with Asperger Syndrome and Perceptions of Friendship. Focus on Autism and Other Developmental Disabilities, 18(4), 211-218.
(AS is now ASD per DSM-5.)

Decker, M. M., & Buggey, T. (2012). Using Video Self- and Peer Modeling to Facilitate Reading Fluency in Children With Learning Disabilities. Journal of Learning Disabilities, 47(2), 167-177.

DiSalvo, C. A., & Oswald, D. P. (2002). Peer-Mediated Interventions to Increase the Social Interaction of Children with Autism: Consideration of Peer Expectancies. Focus on Autism and Other Developmental Disabilities, 17(4), 198-207.
(AS is now ASD per DSM-5.)

Dunn, W., Saiter, J., & Rinner, L. ( 2002). Asperger Syndrome and Sensory Processing: A Conceptual Model and Guidance for Intervention Planning. Focus on Autism and Other Developmental Disabilities, 17(3), 172-185. Retrieved from https://www.scribd.com/doc/3294857/Aspergers-Sensory-Processing-Interventions.
(AS is now ASD per DSM-5.)

Graetz, Dr. J. E., & Spampinato, K. (winter 2008). Asperger's Syndrome and the Voyage Through High SchoolJournal of College Admission, 19-24.

Hurlbutt, K., Ph.D. (2010). Social Issues Surrounding the Adolescent with Asperger Syndrome: Perceptions of Parents and Teachers. JAASEP, 82-95.

- Kagohara, D. M., Achmadi, D., Meer, L. V., Lancioni, G. E., O’Reilly, M. F., Lang, R., . . . Sigafoos, J. (2012). Teaching Two Students with Asperger Syndrome to Greet Adults Using Social Stories™ and Video Modeling. Journal of Developmental and Physical Disabilities, 25(2), 241-251.

Klin, A., Ph.D., & Volkmar, F. R., M.D. (1995). Asperger's Syndrome Guidelines for Treatment and Intervention. Learning Disabilities Association of America, 1-9.
(AS is now ASD per DSM-5.)

Kosger, F., Sevil, S., Subasi, Z., Kaptanoglu, C., & Adam, D. (2015). Asperger's Syndrome in Adulthood: a Case Report. Journal of Psychiatry & Neurological Sciences28(4), 382-386.
(AS is now ASD per DSM-5.)

Kuusikko-Gauffin, S., Pollock-Wurman, R., Mattila, M., Jussila, K., Ebeling, H., Pauls, D., & Moilanen, I. (2013). Social Anxiety in Parents of High-Functioning Children with Autism and Asperger Syndrome. Journal of Autism & Developmental Disorders43(3), 521-529.
(AS is now ASD per DSM-5.)

López‐Pérez, B., Ambrona, T., & Gummerum, M. (2017). Interpersonal emotion regulation in Asperger's syndrome and borderline personality disorder. British Journal of Clinical Psychology56(1), 103-113.
(AS is now ASD per DSM-5.)

Fadden, C. (2011). NEXTSTEPS: A guide for families with children with autism spectrum disorders. Vermont Departments of Health, Education and/or Disabilities, Aging and Independent Living, 1-15.

Mirenda, P. (2001). Austism, Augmentative Communication, and Assistive Technology: What Do We Really Know? Focus on Autism and Other Developmental Disabilities, 16(3), 141-151.

O'Connor, E. (2016). The Use of "Circle of Friends" Strategy to Improve Social Interactions and Social Acceptance: A Case Study of a Child with Asperger's Syndrome and Other Associated Needs. Support for Learning, 138-147.
(AS is now ASD per DSM-5.)

Ohan, J. L., Ellefson, S. E., & Corrigan, P. W. (2015). Brief Report: The Impact of Changing from DSM-IV "Asperger's" to DSM-5 "Autistic Spectrum Disorder" Diagnostic Labels on Stigma and Treatment Attitudes. Journal of Autism and Developmental Disorders, 3384-3389.
(AS is now ASD per DSM-5.)

Oren, S. (2009). An Exploratory Study of the Stigma Associated With a Diagnosis of Asperger's Syndrome: The Mental Health Impact on the Adolescents and Young Adults Diagnosed With a Disability With a Social Nature. Journal of Human Behavior in the Social Environment, 19(3), 298.
(AS is now ASD per DSM-5.)

Park, S., Park, M., Kim, H., & Yoo, H. (2013). Anxiety and Depression Symptoms in Children with Asperger Syndrome Compared with Attention-Deficit/Hyperactivity Disorder and Depressive Disorder. Journal of Child & Family Studies22(4), 559-568.
(AS is now ASD per DSM-5.)

Powers, M. D., Psy.D., & Poland, J. (2002). Asperger Syndrome and Your Child: A Parent’s Guide. HarperCollins.
(AS is now ASD per DSM-5.)

Robinson, C., York, K., Rothenberg, A., & Bissell, L. (2015). Parenting a Child with Asperger's Syndrome: A Balancing Act. Journal of Child & Family Studies24(8), 2310-2321.
(AS is now ASD per DSM-5.)

Rogers, SJ. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30(5).

Roud, P. (2013). Asperger's Syndrome: The Hidden Disability. Education Digest78(8), 39-44.
(AS is now ASD per DSM-5.)

Ruta, L., Mugno, D., D’Arrigo, V., Vitiello, B., & Mazzone, L. (2010). Obsessive-compulsive traits in children and adolescents with Asperger syndrome. European Child & Adolescent Psychiatry19(1), 17.

mith, A. L., Ed.D. (2010). Sensory Integration Used with Children with Asperger's Syndrome. JAASEP, 62-74.
(AS is now ASD per DSM-5.)

Tavano, A., Pesarin, A., Murino, V., & Cristani, M. (2014). Automatic Conversational Scene Analysis in Children with Asperger Syndrome/High-Functioning Autism and Typically Developing Peers. PLoS ONE, 9(1).
(AS is now ASD per DSM-5.)

Tippett, J. (2004). The Educational Experiences of Students with Asperger Syndrome. Kairaranga, 5(2), 12-18.

Topal, Z., Demir Samurcu, N., Taskiran, S., Tufan, A. E., & Semerci, B. (2018). Social communication disorder: a narrative review on current insights. Neuropsychiatric disease and treatment14, 2039-2046.

Woods, A. G., Mahdavi, E., & Ryan, J. P. (2013)Treating clients with Asperger's syndrome and autism. Child and Adolescent Psychiatry and Mental Health7(32), 1-8.
(AS is now ASD per DSM-5.)

Yeo, K. J. & Teng, K. Y. (2015). Social Skills Deficits in Autism: A Study among Students with Autism Spectrum Disorder in Inclusive Classrooms. Universal Journal of Educational Research3(12), 1001-1007.

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