Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA)
| dc.contributor.author | Copeland, Haidee A., 1963- | |
| dc.date.accessioned | 2011-08-29T21:37:54Z | |
| dc.date.available | 2011-08-29T21:37:54Z | |
| dc.date.issued | 2011-06 | |
| dc.description | xiv, 115 p. : ill. (some col.) | en_US |
| dc.description.abstract | This dissertation presents the findings of a Type 2 translational research study to develop and test the feasibility and social validity of a social skills intervention for middle/secondary students with Asperger's Syndrome (AS) / High Functioning Autism (HFA). Utilizing a technology adoption model (TAM), this dissertation project sought to develop and test the feasibility of a three-tiered social skills curriculum/training program to promote social competency in teens with AS/HFA across multiple settings: school, home, and community. The TAM was developed in 2004 by Gardner and Amoroso to provide a more rigorous methodology by which to assess the acceptance of the technology by consumers. The development of an intervention that includes parental input in a repeated measurement of social validity and efficiency over time, together with the inclusion of a unique population parameter (parental groups) within a repeated measure, reinforced the appropriateness of the decision to use a Type 2 translational research model. This study consisted of two distinct phases. Phase 1 of the development process was conducted using separate focus participant groups: Group A (students with AS/HFA), Group B (parents/caregivers of students with AS/HFA), and Group C (educators of teens with AS/HFA). Phase 2, a small pilot study utilizing the newly created curriculum, was conducted using complete triads. This triad consisted of a student with AS/HFA, the student's parent/caregiver, and an educator of said student. These groups (ultimately triads) developed and refined a school-facilitated social skills intervention that utilized the goals and objectives of the student and her/his family in conjunction with existing opportunities within the community to design, implement, track, and modify a social skills program that was functional for the unique needs of the student. Findings suggest the Social Skills Triad curriculum may be a viable alternative method for teens with AS/HFA to develop and master social skills across settings over time that are meaningful to students, their families, and the home/school communities in which they function. | en_US |
| dc.description.sponsorship | Committee in charge: Dr. Jeffrey Sprague, Chair; Dr. Kenneth Merrell, Member; Dr. Debra Eisert, Member; Dr. Gordon Hall, Outside Member | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/11528 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | University of Oregon | en_US |
| dc.relation.ispartofseries | University of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2011; | |
| dc.subject | Special education | en_US |
| dc.subject | Behavioral sciences | en_US |
| dc.subject | Asperger's syndrome | en_US |
| dc.subject | Autism | en_US |
| dc.subject | High functioning autism | en_US |
| dc.subject | Social skills | en_US |
| dc.subject | Special interests | en_US |
| dc.subject | Teens | en_US |
| dc.title | Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA) | en_US |
| dc.type | Thesis | en_US |