A Novel Peer-Based Social Skills Instructional Program for Middle School Learners with Higher Functioning AutismStephen A Crutchfield1*, Sarah Weber1and Richard L Simpson2
- *Corresponding Author:
- Stephen A Crutchfield
Department of Bureau of Child Research
The University of Kansas, USA
E-mail: [email protected]
Received date: August 16, 2014; Accepted date: September 17, 2014; Published date: September 23, 2014
Citation: Crutchfield AS, Weber S, Simpson RL (2014) A Novel Peer-Based Social Skills Instructional Program for Middle School Learners with Higher Functioning Autism. Autism-Open Access 4:133. doi:10.4172/2165-7890.1000133
Copyright: © 2014 Crutchfield AS, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
It is well established that teaching social skills to children and youth with autism spectrum disorders (ASD) is important. At the same time it is acknowledged that teaching socially valid and functional social behaviors to these students is challenging, especially when the learners are middle-school-age youth with higher-functioning autism and Asperger disorder. These students are well known for their unenthusiastic acceptance of social instruction and use of their newly acquired skill assets in general education and other real world settings. In this connection we describe an innovative and motivating approach for teaching social skills to middle school students with ASD using peer partners.