04079cam a2200301 i 450000100090000000300040000900500170001300800410003001000170007102000380008804000280012604200080015405000240016208200210018610000410020724501350024826400760038330000440045933600260050333700280052933800270055750400510058450529840063565000340361965000460365365000510369970000270375020278879OSt20200701103142.0180112s2018 caua b 001 0 eng  a 2017060056 a9781544320502 (pbk. : alk. paper) aDLCbengcDLCerdadDLC apcc00aLC4717.5b.S47 201800a371.94 SIM M2231 aSimpson, Richard L.,d1945-eauthor.10aSocial skills success for students with Asperger syndrome and high-functioning autism /cRichard L. Simpson, Ellen McGinnis-Smith. 1aThousand Oaks, California :bCorwin, A SAGE Publishinng Company,c2018. axx, 210 pages :billustrations ;c26 cm atextbtxt2rdacontent aunmediatedbn2rdamedia avolumebnc2rdacarrier aIncludes bibliographical references and index. aPreface Publisher's Acknowledgments About the Authors Chapter 1. Understanding Asperger Syndrome and High-Functioning Autism Autism Spectrum Disorders Children and Youth With Asperger Disorder and Other Types of High-Functioning Autism Social Skill and Social Interaction Physical and Motor Skill Challenges Case Example: Stanley Prevalence Summary Considerations References Chapter 2. Social Challenges and Foundations for Successful Outcomes Justification for Social Skill Instruction Challenges to Social Skill Instruction Strategies for Teaching Social Skills to Children and Youth With HF/AD A Foundation for Social Skill Instruction Social Skill Instructional Targets Summary Considerations References Chapter 3. Social Skill and Support Methods for Learners With Asperger Disorder and High-Functioning Autism Fundamental Instructional Methods for Children With High-Functioning Autism Social Skill Instructional Steps for Building Social Skill Capacity and Social Interaction Competency Summary Considerations References Examples: Social Skill Instructional Targets, Skill Development Steps, and Evaluation Chapter 4. Sample Social Skill Development Program Case Example: Jackson Category 1: Fundamental Social Interaction, Social Relationship, and Collaboration Skill Sample Program Category 2: Self-Advocacy, Self-Management, and Personal Accountability Sample Program Category 3: School-Related Social Skills Sample Program Summary Considerations References Chapter 5. Generalizing Social Skills: Challenges and Strategies Planning for Skill Generalization and Transfer Planning for Skill Generalization: Role-Playing and Practice Planning for Skill Generalization: Coaching and Performance Feedback Planning for Skill Generalization: Practice and Skill Rehearsal in Everyday Settings Summary Considerations References Chapter 6. Supports for Structuring, Organizing, and Managing Social Learning Supporting and Supporting and Promoting Acquisition and Performance of New Social Skills and Developing Social Interaction Competence Environmental Modifications and Structuring Procedures Social Skill Instructional Support Methods Summary Considerations References Chapter 7. Peer Supports Creating a Foundation of Social Acceptance and Positive Attitudes Positive Experiences Peer Recruitment Using Peers to Create and Display Appropriate Models of Target Skills Peer Involvement in Role-Play and Practice Peer Involvement in Coaching and Performance Feedback Peer Involvement in Assisting Learners to Practice, Rehearse, and Generalize Social Skills in Natural Settings Summary Considerations References Chapter 8. Parent and Family Involvement and Support Communication and Collaboration Facilitating Ongoing Communication, Information Exchange, and Collaborative Relationships Building Partnership and Skill Development and Support Relationships With Parents and Families Selecting Levels and Types of Parent/Family Involvement Summary Considerations References Index 0aAutistic childrenxEducation. 0aAsperger's syndromexPatientsxEducation. 0aSocial skills in childrenxStudy and teaching.1 aMcGinnis-Smith, Ellen.