Social Skill Intervention for Students with High Functioning Autism and Asperger Syndrome: A Survey of Special Educator Preparedness
Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
The research question addressed is how do special education teachers describe their level of preparedness teaching social skills to students with high functioning autism and Asperger Syndrome (AS)? Through a qualitative research survey, the author documents critical areas in which special educators delivering social skill instruction feel the most and least prepared. Successful elements to a special education program that teaches and helps students on the spectrum to generalize critical social skills rest in a program that is full of educators that are fully prepared and have a complete understanding of the social elements needed for independence in adulthood.
Glaim, Robyn Renee, "Social Skill Intervention for Students with High Functioning Autism and Asperger Syndrome: A Survey of Special Educator Preparedness" (2014). School of Education Student Capstone Theses and Dissertations. 47.
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