Descriptive assessment of conversational skills: Towards benchmarks for young adults with social deficits

Effects of textual prompting and constant time delay on social communication skills of young adults with Prader Willi syndrome during online socialisation activities

BACKGROUND

Social communication skills are critical for full participation in social activities in primary life contexts for adolescents and young adults with neurodevelopmental disorders.

METHOD

Two young adults with Prader Willi syndrome participated in an online socialisation programme with elderly and adolescent conversational partners. We used a multiple baseline across conversational partners design for each participant to investigate the effects of textual prompts and constant time delay on the number of initiations and follow-up questions. We evaluated the social validity.

RESULTS

Both participants improved their social communication skills during online socialisation with partners. Participants with Prader Willi syndrome enjoyed participating in this study. Elderly conversational partners reported a slight decrease in loneliness following online socialisation.

CONCLUSION

The use of textual prompts and constant time delay may be helpful to promote opportunities for interaction among segments of the population potentially at risk of social isolation during online socialisation.

An individualized approach to teaching adults with autism to successfully navigate job interviews via remote instruction

Adults with autism spectrum disorder (ASD) experience challenges securing employment, which may partially explain overall underemployment or unemployment in this population. One of the first steps to obtaining employment is participating in a job interview. However, social communication deficits may interfere with an individual with ASD's participation in a job interview. The current study evaluated the use of behavioral skills training delivered via remote instruction to teach interview skills to seven adults with ASD. Results showed overall improvement during interviews as well as posttraining tests with a career development expert. These data suggest that an individualized approach to teaching may be an effective strategy to help adults with ASD successfully navigate job interviews.

A Pilot Study Exploring Social Validity Ratings of Social Profiles for College Students

Nuhu and Rapp identified three profiles undergraduates displayed during social interactions. We evaluated the social validity of these three profiles in two studies. In Study 1 we presented video exemplars of speakers representing each profile to undergraduate participants and asked them to rate the speaker in respect to various statements. Results showed that one profile was rated significantly different than the other two profiles on all but one statement. In Study 2 we further evaluated the role of eye contact in the profile that participants rated differently in Study 1. Results from Study 2 showed that a speaker engaging in low eye contact was rated lower than a speaker engaging in either a validated or high level of eye contact. Likewise, participants with self-reported high social competency provided more negative ratings of a speaker who displayed low eye contact than participants with self-reported Moderate and Low social competency.

Improving Eye Contact and Gaze Following in Children with Autism Spectrum Disorder: Systematic Withdrawal of Stimulus Prompts and Tangible Reinforcers

The purpose of this study was to investigate the effects of a procedure involving systematic withdrawal of stimulus prompts and tangible reinforcers on the acquisition, maintenance, and generalization of eye contact and gaze following for two children with ASD in China. Two boys with ASD (5-6 years of age) participated. A concurrent multiple probe design across behaviors and participants was used. Results indicate that the procedure effectively established eye contact and gaze following for both children. Generalization to new instructors occurred in the free play setting, and the acquired behaviors were maintained for 1 month following training. Eye contact was maintained with social consequences for one child; the other child required tokens along with social consequences to maintain eye contact. Social consequences were sufficient to maintain gaze following for both children.