Reviewer: Brenda L. Beverly, Ph.D., CCC-SLP(University of South Alabama)
Description: This clinical manual, based on the social skills treatment program the authors developed for children with autism spectrum disorders, contains a program overview plus one unit of lessons for children aged 10-12 years. A related manual consists of two units focused on children ages 4-6 years and 7-9 years.
Purpose: The authors clearly state that the purpose is to share their social skills training program developed over years of implementation with children with autism spectrum disorders. Social skills intervention is a challenging practice area for many speech-language pathologists and other professionals serving children with autism spectrum disorders..
Audience: The manual was developed for use by speech-language pathologists teaching social skills in various settings including schools, clinics, and private practice. Other professionals, such as educators and behavior specialists, may benefit from this prepared material when developing social skills groups.
Features: An introduction and treatment overview begins the book. These first 20 pages are a repetition of the material in the first 20 pages of the manual for the younger children. Some of this introductory section is confusing because it addresses children from 4 years to young adulthood, although this title and unit content focuses on ages 10-12. After the first 20 pages, there are many lesson plan ideas that differ from the companion manual. Readers will need to evaluate and perhaps modify some of the suggested activities: The "opening circle" lesson plan, for example, incorporates books and activities that seem immature for children in the 10-12 age range. Children with autism spectrum disorders often function below their age level, but speech-language pathologists are challenged to provide treatment contexts that are closer to age-appropriateness.
Assessment: Some busy speech-language pathologists benefit from treatment resources with detailed lesson plans, prepared activity ideas, and supporting materials. Speech-language pathologists who have found the program and ideas from the related manual for younger children useful may appreciate these additional ideas for older elementary school students. Although the authors have implemented these activities with reported success, references are insufficient and data are not provided to verify an evidence base.
