Social Skills Development in School-Age Children with High-Functioning Autism Spectrum Disorders
This program presents information on the changes in pragmatic language ability that typically occur during the elementary and secondary school years in children aged 5–16. Learn how SLPs can contribute to social skill development in students with ASD, in both direct instruction and collaborative modalities. Methods of assessing social skills, including parent and teacher questionnaires, standard tests, and observational methods, are reviewed, and a probe for pragmatic assessment introduced. Throughout, the role of peer involvement in social skill intervention is emphasized, with the goal of maximizing the social participation of children with high-functioning ASD.
You will be able to:
- define the SLP’s role in the development of social skills for school-age children with high-functioning ASD
- describe the role of peers in social skills development programs for school age children with high-functioning ASD
- list and describe several social skills development programs for school age children with high-functioning ASD
View the Table of Contents [PDF]
Instructor Disclosure: Not available. The content for this program was developed and published prior to the ASHA Continuing Education Board requiring instructional personnel to provide financial and nonfinancial disclosure statements.