Evidence Based Social Skills Interventions for Young Children with Asperger’s Syndrome and the Montessori Educational Method: An Integrative Review

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dc.contributor.advisorLani Nelson-Zlupko PhD
dc.contributor.advisorFrances Rust PhD
dc.contributor.advisorJennifer Plumb DSW
dc.contributor.authorFulton, Jennifer A.
dc.date2023-05-17T09:49:08.000
dc.date.accessioned2023-05-22T18:57:19Z
dc.date.available2014-10-27T00:00:00Z
dc.date.issued2014-05-19
dc.date.submitted2014-10-27T13:50:38-07:00
dc.description.abstractAsperger’s Syndrome (AS) is a medically recognized disorder on the Autism Spectrum. One in 88 children age eight are diagnosed with AS (National Institute of Neurological Disorders and Stroke, 2014). A key feature of AS is a deficiency in social skills. In the past ten years five main types of social skills interventions have been researched for their impact on young children with AS. Data suggest these treatments help children with AS acquire social skills. More research is needed on the types of learning environments that incorporate or lend themselves to utilizing these types of social skills interventions. One potential model, the Montessori Method of education was initially designed to teach children with significant developmental, social, and educational disabilities, with an intentional focus on individualized learning and socialization. To date, the potential overlap between empirically supported interventions to teach social skills to children with AS and the Montessori Method of education has not been researched. A comprehensive literature review was conducted to compare five researched interventions for social skill acquisition in children with AS with the Montessori Method of education. Findings suggest that of these five interventions, three bear significant resemblance to the Montessori Method of education while the other two do not. Implications and recommendations for parents, teachers, educational administrators, and social workers and other mental health practitioners who assist children with AS are provided.
dc.description.degreeDoctor of Social Work (DSW)
dc.identifier.urihttps://repository.upenn.edu/handle/20.500.14332/32932
dc.legacy.articleid1060
dc.legacy.fulltexturlhttps://repository.upenn.edu/cgi/viewcontent.cgi?article=1060&context=edissertations_sp2&unstamped=1
dc.legacy.nativeurlhttps://repository.upenn.edu/context/edissertations_sp2/article/1060/type/native/viewcontent
dc.source.issue57
dc.source.journalDoctorate in Social Work (DSW) Dissertations
dc.source.statuspublished
dc.subject.otherAsperger's Syndrome
dc.subject.otherevidence-based practice
dc.subject.otherMontessori Method
dc.subject.otherpreschool children
dc.subject.othersocialization
dc.subject.othereffacacy
dc.subject.otherSocial and Behavioral Sciences
dc.subject.otherSocial Work
dc.titleEvidence Based Social Skills Interventions for Young Children with Asperger’s Syndrome and the Montessori Educational Method: An Integrative Review
dc.typeDissertation/Thesis
digcom.contributor.authorFulton, Jennifer A.
digcom.date.embargo2014-10-27T00:00:00-07:00
digcom.identifieredissertations_sp2/57
digcom.identifier.contextkey6292565
digcom.identifier.submissionpathedissertations_sp2/57
digcom.typedissertation
dspace.entity.typePublication
upenn.schoolDepartmentCenterDoctorate in Social Work (DSW) Dissertations
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