Search
Now showing items 1-5 of 5
Evaluating the effectiveness of the core content of the incredible years with and without visual performance feedback for parents of children with autism
(University of Missouri--Columbia, 2011)
Many children with autism display externalizing behavior due to challenges they face in the areas of communication, social skills and repetitive behavior or restricted interests. Parents have reported that it is difficult ...
Supporting practitioners' use of pivotal response training within educational contexts
(University of Missouri--Columbia, 2009)
The purpose of this study was to assess the viability of Pivotal Response Training by practitioners within educational contexts. A concurrent multiple baseline design across 4 practitioner-student dyads consisting of phases ...
The impact of trained peers on the generalization of social competence of adolescents with autism spectrum disorders participating in a school-based social competence program
(University of Missouri--Columbia, 2010)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Although the social competence literature shows that individuals with HFA/AS can acquire social skills, these skills often do not consistently generalize ...
Identifying predictors of intervention responsivity for children with high functioning autism
(University of Missouri--Columbia, 2012)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Individuals with Autism Spectrum Disorders (ASD) are characterized by impairments in both social and communicative domains and the presence of repetitive ...
Examination of a peer-mediated intervention as a method for the generalization of social skills among youth with high-functioning autism
(University of Missouri--Columbia, 2013)
The purpose of this study was to investigate the impact of a peer-mediated intervention on the generalization of acquired social skills via social skills training groups for high-functioning youth with social competence ...