Year of Award

2016

Document Type

Thesis

Degree Type

Master of Arts (MA)

Degree Name

School Psychology

Department or School/College

Psychology

Committee Chair

Anisa N. Goforth, Ph.D

Commitee Members

Jacqueline Brown Ph.D., Jennifer Schoffer Closson M.S. CCC-SLP

Keywords

ASD, evidenced-based treatment, framework approach, social skills, generalization, barriers

Publisher

University of Montana

Subject Categories

Applied Behavior Analysis | Child Psychology | Clinical Psychology | Counseling | Counseling Psychology | Disability and Equity in Education | Educational Psychology | Other Psychology | Psychology | School Psychology | Social and Behavioral Sciences | Special Education and Teaching | Student Counseling and Personnel Services

Abstract

Many children who are diagnosed with Autism Spectrum Disorder (ASD) have difficulty with social skills and maintaining friendships. In turn, many social skills interventions have been developed to aid in the treatment of children diagnosed with ASD. Children with ASD, however, have difficulty generalizing the skills learned in social skills interventions to more natural settings like the home and school. This study, therefore, explored the barriers to the generalization of a social skills intervention, Youth Engagement Through Intervention (YETI) for children with ASD. Barriers to the generalization of YETI were explored through the qualitative examination of parents’ acceptability of the evidence-based strategies used in YETI and how these strategies played a role in generalization of social skills in the home setting. The qualitative analysis analyzed data collected from parent rating scales and semi-structured interviews designed specifically for YETI.

 

© Copyright 2016 Zachary Shindorf