Graduation Date

5-2014

Document Type

Master's Thesis

Degree Name

Master of Science

Department or Program

Education

Department or Program Chair

Elizabeth Truesdell, Ph.D.

First Reader

Madalienne F. Peters, Ed.D.

Abstract

Over the past decade, there has been a significant increase in the number of children diagnosed with an autism spectrum disorder. Due to this dramatic increase, the amount of children with high-functioning autism that have entered public schools across the United States has skyrocketed. Often times these children might have average IQs, but they often exhibit deficits in various social skills that can cause them to have difficulties in a variety of other areas. Research supports and emphasizes the importance of effectively teaching social skills to children with high-functioning autism. Because social functioning is a critical part of today’s society, children with high-functioning autism must meet developmental social milestones in order to be a successful and contributing member of society. The researcher of this study examined social skills interventions and characteristics that made them effective. The researcher examined literature on this topic and gathered information from educational professionals who have had experience teaching social skills to children with high-functioning autism. Findings indicate a significant need for effective and structured interventions that target these unique social needs of these children.

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