Effects of Systematic Social Skill Training on the Social-Communication Behaviors of Young Children with Autism During Play Activities

A systematic social skills training intervention to teach reciprocal sharing was designed and implemented with triads of preschool-age children, including one child with an autism spectrum disorder (ASD) and two untrained classroom peers who had no delays or disabilities. A multiple-baseline research design was used to evaluate effects of the social skills training intervention on social-communication and sharing behaviors exhibited by the participants with ASD during interactive play activities with peers. Social-communication behaviors measured included contact and distal gestures, touching peers and speaking. Four sharing behaviors were also measured, including sharing toys and objects, receiving toys and objects, asking others to share, and giving requested items. Results indicated considerable gains in overall social-communication behaviors. The greatest improvements were observed in the participants’ use of contact gestures and speaking. Slightly increasing trends were noted and suggested that participants with ASD made modest gains in learning the sharing skills taught during social skills training lessons. Social validity data indicate that participants with ASD and peer participants found the intervention appropriate and acceptable, and staff perception ratings indicated significant changes in the social skills of participants with ASD. Study outcomes have practical implications for educational practitioners related to enhancing social-communication and social interactions of young children with ASD. Study limitations and future directions for research are discussed.

Review of Native Americans in the School System: Family, Community, and Academic Achievement by Carol J. Ward

The title of this volume promises more than the content delivers. The heart of the book is information from Ward's 1992 University of Chicago doctoral dissertation, which focused on the social and cultural reasons leading to students dropping out of school. Her first two chapters provide a good review of research on dropouts and Indian education; the following six focus on the results of her 1987-1989 study of 698 Northern Cheyenne, Crow, and white high school students attending the Colstrip Public, St. Labre Catholic, and Busby Tribal Schools in Montana. Fifty-two percent of the students in this study were Indian, with a dropout rate of 45% .