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A 2007 meta-analysis of 55 studies of school-based social skills intervention found that they were minimally effective for children and adolescents with ASD, [74] and a 2007 review found that social skills training has minimal empirical support for children with Asperger syndrome or high-functioning autism. [75]
Other strategies in the developmental social-pragmatic model include: Focus on spontaneous social communication within a flexible structure and varied activities; Using a range of methods such as speech, song and gestures as communication strategies; Intervention is child-focused in terms of control, turn taking, and reciprocity
The social impairment may include, but is not limited to, the use of body language, play skills, understanding emotions, and social communication ability. [10] There is a great emphasis placed on the importance of teaching social skills to individuals with an ASD as it has been identified as one of the best indicators of positive long-term ...
A 2013 meta-analysis indicated that TEACCH has small or no effects on perceptual, motor, verbal, cognitive, and motor functioning, communication skills, and activities of daily living. There were positive effects in social and maladaptive behavior, but these results required further replication due to the methodological limitations of the pool ...
Impaired social relatedness, verbal and nonverbal communication skills, and semantic language skills Social (pragmatic) communication disorder ( SPCD ), also known as pragmatic language impairment ( PLI ), is a neurodevelopmental disorder characterized by difficulties in the social use of verbal and nonverbal communication .
Asperger syndrome (AS), also known as Asperger's syndrome or Asperger's, is a diagnostic label that has been used to describe a neurodevelopmental disorder characterized by significant difficulties in social interaction and nonverbal communication, along with restricted, repetitive patterns of behavior and interests. [5]