title: A comparison of two group-delivered social skills programs for young children with autism.
abstract: A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.
authors.affiliation: Xavier University, Cincinnati, OH, USA. kimberly.kroeger-geoppinger@cchmc.org
authors.forename: K A
authors.initials: KA
authors.lastname: Kroeger
authors.forename: Janet R
authors.initials: JR
authors.lastname: Schultz
authors.forename: Crighton
authors.initials: C
authors.lastname: Newsom
mesh_terms: D001321:Autistic Disorder / Q000453:epidemiology* / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007806:Language Disorders / Q000453:epidemiology; D007858:Learning; D008297:Male; D015588:Observer Variation; D016730:Program Development; D012919:Social Behavior