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The Effects of Brief, Localized, Intensive, Social Skills (BLISS) Training on Social Outcomes for Students with Autism Spectrum Disorder in Inclusive School Settings: Form and Function

The number of students with autism spectrum disorder is on the rise and more of these students are being served in general education settings. As a result, more school personnel need to be prepared to support students with autism spectrum disorder. Most students with autism spectrum disorder require social supports to function effectively in a general education setting. Previous research indicates that there is a need for efficient social skills interventions implemented by existing school personnel. This study examined the effect of a brief, localized, intensive, social skills training intervention on the social interactions of students with autism spectrum disorder in an in inclusive school setting. The results indicate that this intervention produced meaningful increases in participants’ appropriate social vocalizations and social engagement. We discuss the implications of these results for current practice and future research.

Identiferoai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-5596
Date01 May 2015
CreatorsSabey, Christian V.
PublisherDigitalCommons@USU
Source SetsUtah State University
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceAll Graduate Theses and Dissertations
RightsCopyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu).

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