CoChat
Sign Up
Cited by 58Autism Spectrum Disorder ResearchBehavioral and Psychological StudiesDisability Education and Employment

INCREASING SOCIALIZATION IN ADULTS WITH ASPERGER'S SYNDROME

Open access
Koegel, Lynn Kern, Ashbaugh, Kristen, Koegel, Robert L., Detar, Whitney J., Regester, April·2013·Psychology in the Schools
DOI 10.1002/pits.21715
Open this paper in CoChat — free accountOpen PDF

Abstract

Difficulties engaging in social activities are considered to be a core symptom of individuals with autism spectrum disorder (ASD). Both the literature and our clinical observations suggest that most individuals with ASD have a desire to engage in social activities, but social skill deficits make social interaction challenging, and in turn can lead to feelings of loneliness and isolation. Currently there are few resources to support adult students with ASD in forming friendships and involvement in the college community. Using a multiple baseline design over a 33‐week period, this study evaluated the effectiveness of structured social planning for college students with ASD. Intervention included weekly sessions that included providing step‐by‐step social planning related to their interests, and feedback regarding their participation in social activities. In addition, training in specific organizational skills was implemented, such as determining activities, using a planner to ensure participation in the activities, inviting peers to activities, arranging for transportation, and so on. Results demonstrated that participants were not attending any social events throughout the baseline period. Following intervention, all participants increased the number of social events attended per week. Further, quality of life and satisfaction questionnaires all reported a higher satisfaction with their college experience and peer interactions following intervention. Finally, improvements were seen in other untargeted areas, including increases in non‐structured social interactions, improvements in grade point averages, and employment. Results are discussed in regards to a creating a social support program for college students with ASD.

Integrity signals

Registry

Crossref · 10.1002/pits.21715

Cites

17 of 17 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Koegel, L. K., Ashbaugh, K., Koegel, R. L., Detar, W. J., & Regester, A.
Affiliations
  • University of California, Santa Barbara (US)
  • University of Missouri–St. Louis (US)
Corresponding author
Koegel, Lynn Kern
ORCID
Venue
Psychology in the Schools
Publisher
Wiley
Published
2013-09-16
Volume
50
Issue
9
Pages
899-909
ISSN
  • 0033-3085 (ISSN-L)
  • 1520-6807
DOI
10.1002/pits.21715
OpenAlex
W1596684077
Cited by
58
References
17
Citations by year
2026: 1 · 2025: 3 · 2024: 4 · 2023: 5 · 2022: 6 · 2021: 6 · 2020: 7 · 2019: 5 · 2018: 4 · 2017: 5 · 2016: 7 · 2015: 1 · 2014: 3 · 2013: 1
FWCI
2.19
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Psychology in the Schools (publishedVersion)
Funders
  • NIH (DC010924)
  • Kelly Family Foundation
  • Broad Center for Asperger's Research
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Safety Research › Disability Education and Employment
Keywords
Asperger syndrome, autism spectrum disorder, socialization, university students, social planning, social skills training, peer interaction, social support, quality of life, organizational skills, employment effects, grade point average

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review