Abstract:
While social skill impairments seem to be the defining characteristic of autism spectrum disorders, it is not clear what types of social skills interventions are being implemented in schools. The current study is a descriptive presentation and evaluation of the types of social skills interventions that schools are using to address these social skill deficits. The study included 88 Individualized Education Plans created for students with high functioning autism spectrum disorders from 14 schools from New York State. Results indicate that a majority of IEPs for students with a high functioning autism spectrum disorder are not listing a specific evidence based intervention technique and that schools seem to be utilizing a pull out service delivery utilizing service providers to implement and monitor the intervention. Current New York state regulations require students with a classification of autism to receive speech services outside of the regular education classroom.
Description:
Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.
