An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism

Abstract EN

This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (N=6).

This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting.

Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning.

Some improvements were also evident in direct measures of facial-expression recognition.

Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants.

Future research directions are discussed.