Capstone/Dissertation Title

Social Skill Intervention for Students with High Functioning Autism and Asperger Syndrome: A Survey of Special Educator Preparedness


Fall 12-1-2014



Degree Name


Primary Advisor/Dissertation Chair

Vivian Johnson

Secondary Advisor/Reader One

Tracy Templeton

Peer-Reviewer/Reader Two

Jennifer Glaim


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.

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