The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes.

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  • Author(s): Bauminger, Nirit
  • Source:
    Journal of Autism & Developmental Disorders. Aug2002, Vol. 32 Issue 4, p283-298. 16p.
  • Document Type:
    Article
  • Additional Information
    • Subject Terms:
    • Abstract:
      This study evaluated the effectiveness of a 7-month cognitive behavioral intervention for the facilitation of the social-emotional understanding and social interaction of 15 high-functioning children (8 to 17 years old) with autism. Intervention focused on teaching interpersonal problem solving, affective knowledge, and social interaction. Preintervention and postintervention measures included observations of social interaction, measures of problem solving and of emotion understanding, and teacher-rated social skills. Results demonstrated progress in three areas of intervention. Children were more likely to initiate positive social interaction with peers after treatment; in particular, they improved eye contact and their ability to share experiences with peers and to show interest in peers. In problem solving after treatment, children provided more relevant solutions and fewer nonsocial solutions to different social situations. In emotional knowledge, after treatment, children provided more examples of complex emotions, supplied more specific rather then general examples, and included an audience more often in the different emotions. Children also obtained higher teacher-rated social skills scores in assertion and cooperation after treatment. The implications of these findings are discussed in terms of the effectiveness of the current model of intervention for high-functioning children with autism. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • ISSN:
      0162-3257
    • Accession Number:
      10.1023/A:1016378718278
    • Accession Number:
      11305695
  • Citations
    • ABNT:
      BAUMINGER, N. The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes. Journal of Autism & Developmental Disorders, [s. l.], v. 32, n. 4, p. 283–298, 2002. Disponível em: . Acesso em: 14 nov. 2019.
    • AMA:
      Bauminger N. The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes. Journal of Autism & Developmental Disorders. 2002;32(4):283-298. doi:10.1023/A:1016378718278.
    • APA:
      Bauminger, N. (2002). The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes. Journal of Autism & Developmental Disorders, 32(4), 283–298. https://doi.org/10.1023/A:1016378718278
    • Chicago/Turabian: Author-Date:
      Bauminger, Nirit. 2002. “The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes.” Journal of Autism & Developmental Disorders 32 (4): 283–98. doi:10.1023/A:1016378718278.
    • Harvard:
      Bauminger, N. (2002) ‘The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes’, Journal of Autism & Developmental Disorders, 32(4), pp. 283–298. doi: 10.1023/A:1016378718278.
    • Harvard: Australian:
      Bauminger, N 2002, ‘The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes’, Journal of Autism & Developmental Disorders, vol. 32, no. 4, pp. 283–298, viewed 14 November 2019, .
    • MLA:
      Bauminger, Nirit. “The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes.” Journal of Autism & Developmental Disorders, vol. 32, no. 4, Aug. 2002, pp. 283–298. EBSCOhost, doi:10.1023/A:1016378718278.
    • Chicago/Turabian: Humanities:
      Bauminger, Nirit. “The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes.” Journal of Autism & Developmental Disorders 32, no. 4 (August 2002): 283–98. doi:10.1023/A:1016378718278.
    • Vancouver/ICMJE:
      Bauminger N. The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes. Journal of Autism & Developmental Disorders [Internet]. 2002 Aug [cited 2019 Nov 14];32(4):283–98. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=11305695