Current Trends in Research on Psychosocial Interventions for School-Aged Children With High-Functioning Autism Spectrum Disorder: A Review
Author:
Affiliation:
1. Faculty of Education, Tokyo Gakugei University
Publisher
The Japanese Association of Special Education
Reference31 articles.
1. Barnhill, G. P., Cook, K. T., Tebbenkamp, K., & Myles, B. S. (2002) The effectiveness of social skills intervention targeting nonverbal communication for adolescents with Asperger syndrome and related pervasive developmental delays. Focus on Autism and Other Developmental Disabilities, 17, 112-118.
2. Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, D. (2003) Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33, 685-701.
3. Bauminger, N. (2002) The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32, 283-298.
4. Bauminger, N. (2007a) Brief report: Group social-multimodal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1605-1615.
5. Bauminger, N. (2007b) Brief report: Individual social-multimodal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1593-1604.
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1. Using a Peer Group Intervention to Teach Emotion Regulation Strategies to Students With Autism Spectrum Disorder;The Japanese Journal of Special Education;2021-08-31
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