Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010302202 | RJ506.A9 C68 2011 | Open Access Book | Book | Searching... |
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Summary
Summary
Children with Autism Spectrum Disorders (ASD) often demonstrate significant deficiencies in social interaction and social communication skills, so it is critical to understand and develop interventions which directly address these needs. This book explores the core areas of ASD development and related deficits, and introduces a practical program to assess and remediate these social competency issues.
This book addresses the primary issues of social development in children with ASD by emphasizing the underlying theoretical and pragmatic considerations. Dr. Cotugno employs concepts and theories of group therapy and cognitive-development and integrates them with skill-based instructional approaches to develop the comprehensive Social Competence Enhancement Program (SCEP). This peer-based, group-focused program is explained in detail, including a step-by-step guide to its implementation and a full range of tasks and activities that can be used by practitioners at each stage of the process.
This book will be a valuable resource for teachers, clinicians and all other professionals working with children with ASD who are interested in using group interventions as a means to improve social competency and treat social skills deficits.
Author Notes
Albert J. Cotugno, Ph.D., is a clinical and educational psychologist who has been providing group and individual psychotherapy services to learning, attention, and developmentally disabled children for over 30 years. He has gained extensive experience in clinical, educational, and school-based interventions through his work at the University of California at Berkeley, McLean Hospital, and Massachusetts General Hospital where he has directed the development of many assessment, evaluation and treatment services for special needs children. He currently resides in Needham, Massachusetts.
Table of Contents
| Acknowledgements | p. 7 |
| Preface | p. 9 |
| Part I Autism Spectrum Disorders (ASD) | p. 11 |
| Chapter 1 ASD: A Brief History | p. 13 |
| Chapter 2 Socialization, Social Competence, and Social Skills | p. 31 |
| Part II Understanding Individuals with Autism Spectrum Disorders (ASD) | p. 45 |
| Chapter 3 The Core Areas of Development and Related Deficits of ASD | p. 47 |
| Chapter 4 Self-Regulation: A Core Variable | p. 62 |
| Chapter 5 Emotion Competence: A Core Variable | p. 66 |
| Chapter 6 Stress and Anxiety Control and Management: A Core Variable | p. 69 |
| Chapter 7 Attention and Joint Attention: Core Variables | p. 85 |
| Chapter 8 Flexibility, Change, and Transition: A Core Variable | p. 92 |
| Chapter 9 Perspective Taking: A Core Variable | p. 98 |
| Chapter 10 Relatedness: A Core Variable | p. 101 |
| Part III The Use of Group Interventions in the Treatment of Individuals with Autism Spectrum Disorders (ASD): The Social Competence Enhancement Program (SCEP) | p. 103 |
| Chapter 11 Basic Principles in the Development of Social Competence and in Social Skill Building | p. 105 |
| Chapter 12 Joining Emotion Competence and Social Competence | p. 110 |
| Chapter 13 A Group-Based Therapeutic Model of Intervention for Children with ASD | p. 114 |
| Chapter 14 Assessment in the SCEP Model: Understanding Individuals with ASD | p. 131 |
| Chapter 15 Introduction to a Stage Model of Group Development for Individuals with ASD | p. 160 |
| Chapter 16 Stages of Group Development | p. 170 |
| Part IV Social Competence Enhancement Program (SCEP) Tasks and Activities with Cheryl Desautels | p. 187 |
| Chapter 17 SCEP Individual and Group Goals for Tasks and Activities by Stages of Group Development | p. 189 |
| Chapter 18 SCEP Individual and Group Goals for Tasks and Activities by Core Areas of Development and Related Deficits in ASD | p. 217 |
| Chapter 19 SCEP Tasks and Activities Related to Stages of Group Development and to Core Areas of Development and Related Deficits in ASD | p. 225 |
| Chapter 20 Child and Group Leader Roles within SCEP Groups | p. 316 |
| Appendix 1 Examples of Areas of Interest | p. 328 |
| Appendix 2 Examples of Individual Goals by Stage of Group Development | p. 330 |
| Appendix 3 Examples of Group Goals by Stage of Group Development | p. 332 |
| Appendix 4.1 Specific Skills Addressed at Stage 1 | p. 334 |
| Appendix 4.2 Specific Skills Addressed at Stage 2 | p. 335 |
| Appendix 4.3 Specific Skills Addressed at Stage 3 | p. 336 |
| Appendix 4.4 Specific Skills Addressed at Stage 4 | p. 337 |
| Appendix 4.5 Specific Skills Addressed at Stage 5 | p. 338 |
| Appendix 4.6 List of Emotions for Emotion Recognition, Labeling, Understanding, and Regulation Tasks and Activities | p. 339 |
| Appendix 4.7 Glossary of Terms Used in SCEP | p. 341 |
| Appendix 4.8 A Summary of SCEP | p. 350 |
| Appendix 4.9 A Summary of the Stage Model of Group Development Used in the SCEP Approach for Individuals with ASD | p. 352 |
| References | p. 354 |
| Subject Index | p. 361 |
| Author Index | p. 366 |
| List of Figures | |
| 1.1 Pervasive Developmental Disorders (PDD) and Autism Spectrum Disorders (ASD) | p. 17 |
| 1.2 Primary symptom clusters for ASD | p. 21 |
| 1.3 Related symptom and behavior clusters for ASD | p. 21 |
| 1.4 Significant developments in the history of ASD | p. 27 |
| 2.1 Selected social skills to be addressed | p. 44 |
| 3.1 Core areas of development | p. 48 |
| 6.1 Stress-anxiety continuum | p. 74 |
