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The Effectiveness of Social Skills Intervention Targeting Nonverbal Communication for Adolescents With Asperger Syndrome and Related Pervasive Developmental Delays

North Kansas City School District in Kansas City, Missourigenabarnhill{at}hotmail.com

Katherine Tapscott Cook

University of Kansas, Department of Special Education

Kelly Tebbenkamp

Lee's Summit School District in Lee's Summit, Missouri

Brenda Smith Myles

Department of Special Education at the University of Kansas

This study investigated the effectiveness of a social skills intervention targeting nonverbal communication for 8 adolescents With Asperger syndrome (AS) and related pervasive developmental delays. The Diagnostic Analysis of Nonverbal Accuracy 2 (DANVA2; NoWicki, 1997) Was used as a pre- and posttest measure to assess participants' nonverbal language skills. During the 8-Week social skills intervention, lessons Were adapted from those presented in Teaching Your Child the Language of Social Success (Duke, NoWicki, & Martin, 1996). Training during the first 4 Weeks targeted paralanguage (deciphering varying tones of voice and rates of speech, understanding nonverbal sound patterns, and gaining meaning from others' marked emphases in speech). The remaining 4 sessions focused on identifying and responding to the facial expressions of others. The folloWing teaching strategies Were employed throughout the social skills intervention: role-playing, modeling, and reinforcement through feedback. Results are discussed relative to social groWth among participants.

Focus on Autism and Other Developmental Disabilities, Vol. 17, No. 2, 112-118 (2002)
DOI: 10.1177/10883576020170020601


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