Program
Special Education M.A.
Year Approved
2018
First Advisor
Larson, Susan
Abstract
This literature review focuses on finding research supported techniques to teach social skills to students with autism and to compare each curriculum in terms of generalization of skills, acquisition of new skills, ease of parent use, and student enjoyment. The goal of this review is to discover whether there really is a “gold standard” for social skill curriculum for students with autism or if there are many different curricula that are “gold standards” in specific skill areas. This literature review answers many questions about the way social skills are taught to students with ASD. The results lead one to ask if using ABA still the best practice. This thesis reviews the many interventions (video modeling, ABA, high interest activities, or social stories) that the increases generalization of skills for students with autism. This literature review evaluates programs that can lead the students to find joy in social interactions, programs that work better in small groups or large groups, and programs that are better for different age groups. Lastly, this thesis examines how teachers can evaluate the effectiveness and level of learning from each of these programs. This information should help in understanding of how to teach social skills and determine if ABA is still the best program for teaching social skills to students with ASD.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Hunholz, M. D. (2018). Finding the Gold Standard Intervention for Social Skills Deficits in Autism Spectrum Disorders [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/309
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