Exploring Autistic Individuals’ Perspectives of Social Skills Interventions

<p>One in 44 children have autism spectrum disorder (ASD) (Maenner et al., 2021). ASD is a neurodevelopmental disorder in which individuals demonstrate marked deficits in reciprocal social communication and a pervasive pattern of restricted and repetitive behaviors or interests (American Psychiatric Association [APA], 2022, p. 57). Over the past few decades, behavioral interventions such as Applied Behavior Analysis (ABA) are considered an evidence-based practice for mitigating symptoms of ASD (Dillenburger et al., 2012; Linstead et al., 2017). Current advocacy efforts within the autistic community detail how some autistic individuals perceive that ABA interventions, particularly related to social skill improvements, may lead to more harmful effects than positive (Leaf et al., 2021; Rey, 2022; Autistic Self Advocacy Network [ASAN], n.d.). Contextually and culturally responsive improvements to social skill interventions should be made centering autistic voices (ASAN, 2022). To shift intervention methods towards acceptance, it is important to understand the relationship between ABA-based social skill interventions and autistic input.</p> <p>This study aimed to explore the perceptions of autistic individuals regarding social skills conceptualizations, assessments, and interventions. The current study explored the relationship between autistic input in social skill intervention and therapeutic outcomes by gathering preliminary data from autistic individuals about social skills interventions. Three autistic individuals participated in individual, semi-structured interviews. Data were analyzed using an inductive approach to thematic analysis framework.</p>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2024

Author dc:creator

• Butt, Sarah

Contributors dc:contributor

• Dr. Emily R. DeFouw
• Dr. Freddie Pastrana Rivera
• Dr. Zachary C. LaBrot

• autism
• social skills
• interventions
• qualitative
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/1065

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-2103