Effects of Social Skill Instruction for High-Functioning Adolescents With Autism Spectrum Disorders

By Barbara Webb, S. Miller, Tom Pierce, S. Strawser, Paul Jones. 2004

129 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Social Skills Interventions for Children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations (2008, background): “…effects (Barry et al., 2003; Bauminger, 2002; Kamps et al., 1992; Sansosti & Powell-Smith, 2006a; Solomon et al., 2004; Tse et al., in press; Webb et al., 2004), although in some studies, the positive outcome was in only a subset of subjects or outcome measures (e.g., Sansosti &…”
Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism (2013, unknown): “In this project we focused on the following social interaction and communication skills of the target child (based on the definitions by Pierce & Schreibman, 1997; Selman, Beardslee, Schultz, Krupa, & Podorefsky, 1986; Webb et al., 2004): 1.”
The Effects of Theory-of-Mind and Social Skill Training on the Social Competence of a Sixth-Grade Student With Autism (2008, methodology): “For instance, Webb and colleagues (2004) used a commercially available social skill program (i.e., SCORE skills; Vernon, Schumaker, & Deshler, 1996, as cited by Webb et al., 2004) to teach cooperative skills to 10 adolescents with autism spectrum disorders.”
Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research (2007, methodology): “In one study, educational eligibility for an ASD program fulfilled this criterion (Webb et al., 2004).”