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Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains iii, 15, [5] p. Includes bibliographical references (p. 10-13).

The current study focused on whether an academic and behavioral remediation summer day camp increased the social skills of children with autism spectrum disorders (ASDs). The camp implemented applied behavior analysis (ABA) to address behavior interfering with developing social skills and to increase appropriate social skills. Currently, few studies document the effectiveness of improving social skills at a summer camp program for children with ASDs. This study utilized a pre-post analysis for all participants to compare changes in social skills, as measured by the Social Responsiveness Scale (SRS) and the Home and Community Social Behavior Scales (HCSBS). The measures were completed by the mothers the week before the camp commenced and again during the last week of camp. Significant positive differences between pre- and post- camp response scores were found among social communication, social competence, and peer relations subscales. A significant negative difference was found on autistic mannerisms, antisocial behavior, and deviant/disruptive behavior subscales. This study suggests that an intensive summer camp program utilizing ABA can improve social skills in children with ASDs. / Department of Special Education

Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with LD obtain positive social outcomes. Accordingly, a study was undertaken addressing this request by examining the characteristics of peer-accepted children with LD from a multi-rater and multi-method perspective. Using the comprehensive model of social competence proposed by Vaughn and Hogan (1990) as the theoretical framework, data were gathered from teachers, peers, and peer-accepted children with and without LD in important areas of social functioning. Participants were grade four and five mainstreamed students meeting the following criteria: (a) having a researcher-identified learning disability in at least one academic area (reading, spelling, or arithmetic) and (b) peer-rated social acceptance as determined via a modified version of the Asher and Dodge (1986) sociometric classification system. Statistical analyses consisted of multivariate and univariate techniques. Findings indicated few significant differences between peer-accepted children with and without LD in specific areas of social competence as rated by peers. Significant interactions, however, between LD status and gender revealing variable profiles of social-behavioural characteristics for boys and girls with and without LD did emerge from the perspective of teachers. Implications for special education referral and placement, inclusive education, and interventions are discussed.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (M.S.)--Auburn University, 2007. / Abstract. Includes bibliographic references (ℓ. 61-71)

Thesis (Ph.D.)--University of Rhode Island, 2007. / Includes bibliographical references (leaves 74-89).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Mar. 10, 2009). PDF text: 59 p. : ill. ; 585 K. UMI publication number: AAT 3336685. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.