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    Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders

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    Issue Date
    2008-04-07
    Author
    Vuong, Ngan Kim
    Publisher
    University of Kansas
    Format
    148 pages
    Type
    Dissertation
    Degree Level
    PH.D.
    Discipline
    Clinical Child Psychology
    Rights
    This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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    Abstract
    Assessed collateral effects on the nonverbal communication behaviors of children with Autism Spectrum Disorders during their participation in two verbal communication interventions. Data was obtained through coding videotaped sessions. Participants were 7 school-aged children with ASD (6 boys, 1 girl)--four participated in each study; one participated in both. Pre-treatment results indicated children with ASD have fewer eye gaze, gestures, and positive affect than typical peers; there were little to no differences in joint attention and nonverbal niceties, which were infrequent for both groups. Post-treatment positive collateral effects were observed for eye gaze, gestures, and positive affect, while joint attention and nonverbal niceties remained low. Collateral improvements were maintained at follow up. There is a link between verbal and nonverbal skills acquisition, which highlights a need to include direct teaching of nonverbal skills in combination with teaching of verbal skills in interventions for children with ASD.
    URI
    http://hdl.handle.net/1808/4106
    Collections
    • Dissertations [4660]
    • Psychology Dissertations and Theses [459]

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    KU Libraries
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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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