Identifying Social Deficits Using the Social Thinking Dynamic Assessment Protocol

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dc.contributor.author Norris, Scarlette Chelsei
dc.date.accessioned 2019-03-05T16:44:24Z
dc.date.available 2019-03-05T16:44:24Z
dc.date.issued 2018
dc.identifier.other A1869920-BAA1-4C92-4962-854A9DB75B30 UUID
dc.identifier.uri https://hdl.handle.net/10428/3319
dc.description.abstract The use and interpretation of appropriate social skills are necessary for successful functioning in everyday life. For individuals with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), impaired social functioning often has a detrimental impact on everyday life situations. While it is evident that many students struggle with social communication, it is often difficult to assess these deficits when determining the need for services in the educational setting. Formal assessments present a challenge in evaluating a student’s social thinking ability. Furthermore, many students with disorders in which social impairment is characteristic often present with average to above average intelligence and perform well on standardized assessments, making it difficult to justify the need for intervention even though their deficits in social aspects of communication are readily apparent. The purpose of this study is to investigate the effectiveness of the Social Thinking Dynamic Assessment Protocol in identifying deficits as well as differences in social functioning among three groups of students with ASD, ADHD, and typically developing students. Results showed marked differences in social functioning between the group with ASD and the control group. Results also indicated areas of deficit in the group with ADHD. Similarities in deficits were noted between the groups with ASD and ADHD. The findings from this study support the use of an informal dynamic assessment when evaluating social skill ability in students with suspected deficits. Improving assessment methods for identification of social skill impairment is likely to benefit students with ASD, as well as students with ADHD and other developmental disorders not typically treated for social impairment because it will allow for more in-depth investigation into social and cognitive functioning aspects of social language use. en_US
dc.description.tableofcontents I. INTRODUCTION 1 -- II. REVIEW OF THE LITERATURE .5 -- Development of Communication .5 -- Typical Language Development 5 -- Social Language Development 6 -- Underlying Theories Impacting Social Development 7 -- Theory of Central Coherence .7 -- Theory of Mind 10 -- Theory of Executive Function 11 -- Social Communication .13 -- Autism Spectrum Disorder 14 -- Social Challenges in Adolescents with ASD .15 -- Attention Deficit Hyperactivity Disorder 16 -- Social Challenges in Adolescents with ADHD 17 -- Assessment of Social Skills .17 -- Formal Assessment of Social Skills .18 -- Limitations of Formal Assessments .19 -- Informal/Dynamic Assessment of Social Skills 20 -- The Social Thinking Dynamic Assessment Protocol .21 -- Significance of the Problem .27 -- Purpose of the Study 27 -- III. METHODOLOGY 30 -- Participants .30 -- Recruitment and Informed Consent Procedures .30 -- Children with ASD .31 -- Children with ADHD .31 -- Children with Typical Development 32 -- Tests .33 -- Kaufman Brief Intelligence Test – Second Edition 33 -- Social Thinking Dynamic Assessment Protocol 33 -- Development of Scoring 34 -- IV. RESULTS 36 -- Results of the KBIT-2 36 -- Results of the STDAP 36 -- Control vs. ADHD .40 -- Control vs. ASD .40 -- ADHD vs. ASD .40 -- Inter-rater Reliability .46 -- Conclusion .46 -- V. DISCUSSION .47 -- Current Guidelines and Research .47 -- Recommendations for Future Research .51 -- Limitations .51 -- Summary 52 -- VI. CONCLUSION54 -- REFERENCES 56 -- APPENDIX A: Parent/Guardian Permission Form .65 -- APPENDIX B: Child Assent Form68 -- APPENDIX C: Letters of Approval from School Districts .70 -- APPENDIX D: Percent of observed and unobserved behaviors on the STDAP .74 -- APPENDIX E: Interview Part 2 Photographs .76 -- APPENDIX F: Social Thinking Dynamic Assessment Protocol 79 en_US
dc.language.iso en_US en_US
dc.rights This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of the materials for financial gain with the author's expressed written permissions is not allowed. en_US
dc.subject Dissertations, Academic--United States en_US
dc.subject Social skills en_US
dc.subject Social skills in adolescence en_US
dc.subject Social skills--Study and teaching en_US
dc.subject Autism en_US
dc.subject Attention-deficit hyperactivity disorder en_US
dc.title Identifying Social Deficits Using the Social Thinking Dynamic Assessment Protocol en_US
dc.type Dissertation en_US
dc.contributor.department The Department Of Communication Sciences And Disorders Of The Dewar College Of Education And Human Services en_US
dc.description.advisor Gorham-Rowan, Mary
dc.description.committee Stonestreet, Ruth H.
dc.description.committee Adams, Lynn
dc.description.committee Nelson, Patrice H.
dc.description.degree S.L.P.D. en_US
dc.description.major Communication Disorders en_US


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