Interventions to Facilitate Social Interaction for Young Children with Autism: Review of Available Research and Recommendations for Educational Intervention and Future Research

By S. McConnell. Journal of Autism and Developmental Disorders, 2002

615 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/244ae9631fadb9bc15c4233673e29bced9a0f37f

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Citations in the corpus

Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, methodology): “previous research reviews (e.g., Carter & Hughes, 2005; McConnell, 2002), as well as our own reading and systematic coding of the articles (described above).”
Sibling-Mediated Social Interaction Intervention for Young Children With Autism (2006, background): “Several researchers have advocated peer-mediated social interventions as an effective approach for children with autism (Harrower & Dunlap, 2001; McConnell, 2002).”
Promoting Access to the General Curriculum Using Peer Support Strategies (2006, background): “The social benefits of peer-mediated strategies are welldocumented (e.g., Carter & Hughes, 2005; McConnell, 2002).”
Teaching strategies and approaches for pupils with special educational needs: a scoping study (2004, background): “…approaches that adopt additional (visual) reinforcement strategies to supplement verbal instruction (see Chiat, Law and Marshall, 1997 for children with SLCN; Siegel 2000 for children with ASD) and be conducted alongside typically developing peers (e.g. McConnell 2002 for children with ASD).”
The Teacch Approach to Autism Spectrum Disorders (2004, neutral): “McConnell, S.R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future”
Peer-Mediated Intervention for Preschoolers With ASD Implemented in Early Childhood Education Settings (2013, background): “Moreover, children with ASD appear to prefer solitary play and proximal onlooking (McConnell, 2002).”
Using a Buddy Skills Package to Increase the Social Interactions Between a Preschooler With Autism and Her Peers (2007, background): “Although an abundance of studies have demonstrated the effectiveness of peer-mediated interventions for increasing children’s social interactions, there is still a pressing need to examine whether these changes are durable over time or extend to untrained settings and peers (Kohler & Strain, 1990; M”
Intensive behavioral treatment for children with autism: four-year outcome and predictors. (2005, background): “Although we do have several powerful interventions, including incidental teaching, role playing, and video modeling, to teach a curriculum of social conversation, cooperative play, and understanding the nonverbal communication of others, building typical social skills remains a work in progress (McC”
A Review of School-Based Instructional Interventions for Students with Autism Spectrum Disorders. (2008, background): “Recent literature reviews have reported interventions for children with ASD (Matson, Benavidez, Stabinsky Compton, Paclawskyj, & Baglio, 1996; McConnell, 2002; Milagros Santos & Lignugaris/Kraft, 1997; Weiss & Harris, 2001), but no known review has focused on school-based instructional intervention…”
Current status of intensive behavioral interventions for young children with autism and PDD-NOS (2008, positive): “The remainder of the reviews assessed a very specialized set of skills within ASD such as play or social interactions (Hwang & Hughes, 2000; McConnell, 2002; Rogers, 2000; Stahmer, 1999; Terpstra, Higgins, & Pierce, 2002).”
Increasing Social Engagement in Young Children With Autism Spectrum Disorders Using Video Self-Modeling (2007, background): “Though peer and adult prompting procedures provide an effective strategy for increasing social engagement (McConnell, 2002; Rogers, 2000), the obvious limitation of prompting strategies is that the child with ASD may limit social engagement to only instances in which prompting is provided.”
Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism (2013, background): “Recent practices of social interventions for children with autism have seen the fading of direct intervention for in situ intervention, and the transferring control for prompting social interactions from teachers’ verbal antecedents to transportable or naturally occurring stimuli (McConnell, 2002).”
Training Teachers to Promote Pretend Play in Young Children with Disabilities (2010, background): “Object play sets the occasion for social interactions and communication with peers (McConnell, 2002) and provides a context for implementing instruction (Sandall, Hemmeter, Smith, & McLean, 2005), such as activity-based interventions (Pretti-Frontczak & Bricker, 2004), embedded learning opportunitie”
Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “…interventions with dependent variables other than the social skills of pupils with SEN have focused only on one or two dimensions of social participation, social interactions and social relationships/friendships (e.g., Camargo et al., 2014; McConnell, 2002; Whalon, Conroy, Martinez, & Werch, 2015).”
A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders (2007, background): “A number of qualitative reviews have examined the effectiveness of social skills interventions for children with ASD (Hwang & Hughes, 2000; McConnell, 2002; Rogers, 2000).”
The Effects of Theory-of-Mind and Social Skill Training on the Social Competence of a Sixth-Grade Student With Autism (2008, background): “Social skill training is one effective approach used to remediate the overall social impairment in children with autism (McConnell, 2002).”
Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package (2011, methodology): “…environment, utilizing natural reinforcers) have been shown to be more effective, efficient, and flexible than nonbehavioral approaches and traditional analog therapies (Cowan & Allen, 2007; Delprato, 2001; Koegel, O’Dell, & Koegel, 1987; McConnell, 2002; National Research Council [NRC], 2001).”