Special Education ETDs

Publication Date

Spring 5-14-2022

Abstract

ABSTRACT

Individuals with autism spectrum disorder (ASD) and their families often engage in various interventions to address social skills as this is a core area of development and often described as a challenge for individuals with ASD. Although interventions may vary in service delivery and the interventionists’ training and background, all encompass social skills interventions. The purpose of this study was to conduct a qualitative investigation to explore the experiences and perceptions family members had while their child participated in social skills interventions. Five family members participated in this study which included a questionnaire and an individual interview. Qualitative analyses of data were examined related to experiences and perceptions. Prominent themes were discovered including challenges with access to and scheduling of social skills interventions as well as benefits of the interventions. Overall, the participants found value in the services and continued services despite the challenges they experienced to obtain and secure social skills interventions.

Keywords

Autism spectrum disorder; social skills interventions; parental perceptions and experiences

Document Type

Dissertation

Language

English

Degree Name

Special Education

Level of Degree

Doctoral

Department Name

Special Education

First Committee Member (Chair)

Cathy Huaqing Qi

Second Committee Member

Ruth Luckasson

Third Committee Member

Veronica Moore

Fourth Committee Member

Terri Flowerday

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