Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/101777

Evaluating the effectiveness of the social thinking intervention to increase social responsiveness of adolescents and young adults with asperger syndrome : a mixed-methods approach

File Description SizeFormat 
Taylor_Catherine_r.pdfVersion for non-UH users. Copying/Printing is not permitted3.19 MBAdobe PDFView/Open
Taylor_Catherine_uh.pdfVersion for UH users3.21 MBAdobe PDFView/Open

Item Summary

Title: Evaluating the effectiveness of the social thinking intervention to increase social responsiveness of adolescents and young adults with asperger syndrome : a mixed-methods approach
Authors: Taylor, Catherine Acosta
Keywords: Asperger Syndrome
Issue Date: May 2011
Publisher: [Honolulu] : [University of Hawaii at Manoa], [May 2011]
Abstract: This mixed methods study evaluated the effectiveness of the Social Thinking intervention in teaching social cognitive skills to adolescents and young adults with Asperger Syndrome. Three adolescents boys attending high school institutions in Maui participated in this study and the results showed that the intervention had medium magnitude of effect in the participants' social cognitive skill development. In addition, parents noted that the participants improved in their social responsiveness towards their family members by the conclusion of the study. While sustaining their skills in novel environments (working as farm helpers) and with new acquaintances (co-workers) was difficult, the participants were able to use their new skills to engage successfully in their social interactions both with their families and their co-workers, which resulted in positive social experiences. Overall, the participants reported that they enjoyed their participation in the study, and the resulting positive social experiences.
Description: Ph.D. University of Hawaii at Manoa 2011.
Includes bibliographical references.
URI/DOI: http://hdl.handle.net/10125/101777
Appears in Collections:Ph.D. - Education



Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.