The Social, Behavioral, and Academic Experiences of Children with Asperger Syndrome

By C. Church, Susan B Alisanski, S. Amanullah. 2000

366 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Education

View Paper: https://www.semanticscholar.org/paper/8f795cb38a311128c6ffaa1099fb63ff84195d52

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Citations in the corpus

The Effectiveness of Social Skills Intervention Targeting Nonverbal Communication for Adolescents With Asperger Syndrome and Related Pervasive Developmental Delays (2002, background): “Similarly, Church et al. (2000) discovered that many adolescents with AS share concerns about not having any friends at all.”
Peer Relationships and Social and Recreational Activities Among Adolescents and Adults with Autism (2004, background): “Although higher functioning children and adolescents with autism are more likely to report having friendships than children who have less developed skills, their friendships are often focused on common and circumscribed interests with little social interaction involved (Bauminger & Kasari, 2000; Ch”
Social Skills Interventions for Children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations (2008, methodology): “However, parental interviews indicated that only greeting skills increased outside of the clinic, an outcome that was confirmed by scores on the SSRS, where ratings did not change from pre- to post-treatment and remained in the clinically significant range of social skill impairment.”
Comparing symptoms of Autism Spectrum Disorders using the current DSM-IV-TR diagnostic criteria and the proposed DSM-V diagnostic criteria (2012, background): “For example, Church, Alisanski, and Amanullah (2000) conducted retrospective chart reviews of 40 children diagnosed with AS. Echolalia was reported for 15% of their sample and 96% were receiving speech and language interventions.”
Investigating the Evidence Base of Social Stories (2006, background): “This can result in considerable distress and individuals with autism may behave inappropriately, become aggressive toward others, withdraw, or display selfinjurious behaviours (Church et al., 2000).”
What Boys With an Autism Spectrum Disorder Say About Establishing and Maintaining Friendships (2010, background): “The majority of adolescent respondents with ASD report that they find friendships difficult to establish (Carrington & Graham, 2001; Church et al., 2000; Marks et al., 2000; Molloy & Vasil, 2004; Portway & Johnson, 2003).”
Asperger Syndrome and Academic Achievement (2002, methodology): “The Reading Comprehension subtest of the WIAT revealed that the mean score for the study participants was in the average range; however, reading comprehension deficits (especially for nonfactual materials) are common among students diagnosed with AS (Church et al., 2000).”
College-Based Inclusion Programming for Transition-Age Students With Autism (2010, background): “, 1998), (b) voice and prosody (Church et al., 2000; Shriberg et al., 2001), and (c) awareness of the listener’s needs (Colle et al.”
Adolescents With Asperger Syndrome and Perceptions of Friendship (2003, result): “This point is similar to one made by Church et al. (2000), who revealed that although half of all the middle school–age students with Asperger syndrome in their study identified a best friend, this friend may change from time to time and the relationship could be viewed by others as superficial. For”
Relationships with peers and use of the school environment of mainstream secondary school pupils with Asperger Syndrome (high-functioning autism): a case-control study (2008, result): “…conclusion, suggested by our finding that more of the respondents with AS/HFA compared with controls reported that they spent their break and lunch times alone, is that the friendships of teenagers with AS/ HFA compared with others are less intense (Church et al., 2000; Carrington et al., 2003).”