title: An initial investigation of the generalization of a school-based social competence intervention for youth with high-functioning autism.
abstract: This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (N = 6). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed.
authors.affiliation: Juniper Gardens Children's Project, The University of Kansas, Kansas City, KS 66101, USA.
authors.forename: Carla
authors.initials: C
authors.lastname: Schmidt
authors.forename: Janine P
authors.initials: JP
authors.lastname: Stichter
authors.forename: Kristin
authors.initials: K
authors.lastname: Lierheimer
authors.forename: Stephanie
authors.initials: S
authors.lastname: McGhee
authors.forename: Karen V
authors.initials: KV
authors.lastname: O'Connor