Students with autism exhibit varying degrees of social skill abilities. Social skill deficiencies for students with autism affects academic development, post-secondary education, occupations, independent living, and their welfare in adult life. As an exploratory investigation this study addressed the deficiencies in social skills and limited evidence-based social skill support programs for students identified with autism. I implemented a qualitative case study to identify processes implemented within the learning structures of the Youth Educational Summer Socialization (YESS) program and increase the body of knowledge on social skill development for students with autism. Conceptual framework subsumed Theory of Mind, Executive Function theory, and Social Learning Theory as a general basis for understanding and knowledge of autism. Through the implementation of a qualitative case study I was able to observe throughout the 10 week summer program, the processes established to aid social skill development within the YESS program. Interviews with parents and instructors at the end of the program increased understanding as to how and why programs may or may not support social skill development. Collected data was thematically analyzed. Applications of the findings to established theories and the concept that social skills are acquired knowledge and students with autism can learn varying degrees of social skills through effective summer programs.
|Commitee:||Davis, Patricia, Kamm, Brandy|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Special education, Disability studies, Educational sociology|
|Keywords:||Autism, Autism support program, Inclusion, Intervention, Social skills, YESS|
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