Building Healthy Relationships: A Conversation With Dr. Ellen McGinnis-Smith

2019 ◽  
Vol 55 (3) ◽  
pp. 197-200
Author(s):  
Robert H. Zabel ◽  
James Teagarden ◽  
Marilyn Kaff
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
High Functioning Autism ◽  
Children And Youth ◽  
University Of Iowa ◽  
Healthy Relationships ◽  
High Functioning ◽  
The Social ◽  
Public Instruction ◽  
The University

Dr. McGinnis-Smith earned a PhD in special education with emphasis in EBD at the University of Iowa and an administrator certification from Drake University. She is coauthor of the social skills teaching series Skillstreaming. She also coauthored with Richard Simpson Skillstreaming Children and Youth with High Functioning Autism and Social Skills Success for Students with Asperger Syndrome and High-Functioning Autism. Dr. McGinnis-Smith recently retired as the Mental Health and Dispute Resolution Consultant for the Iowa Department of Public Instruction. Throughout her career, Dr. McGinnis-Smith says her passion has been helping educators meet the needs of children and youth with mental health and behavioral concerns.

scholarly journals The Impact of Augmented Reality on the Social Skills of Children with High Functioning Autism

2021 ◽  
Vol 2 (2) ◽  
pp. 150-154
Author(s):  
Morteza Bakhtiarvand
Keyword(s):  
Social Skills ◽  
Augmented Reality ◽  
High Performance ◽  
Intervention Program ◽  
High Functioning Autism ◽  
Children With Autism ◽  
Control Group ◽  
High Functioning ◽  
The Social ◽  
The Impact

The present study determined the effectiveness of augmented reality on the social skills of children with high Functioning autism. The present study was a quasi-experimental study with a posttest test with a control group. The statistical population of the present study included all children with autism with high performance in Andimeshk in 2019. Participants included 20 children with high-functioning autism who were selected by available sampling method and randomly selected in the experimental and control groups. They were evaluated using the Bellini social profile, and then augmented reality was performed on the experimental group in 10 45-minute sessions, while not on the control group. The findings were analyzed using covariance analysis and showed that the augmented reality intervention program had an effect on the social skills of children with high-functioning autism. Based on these results, augmented reality intervention program can be considered as a priority for rehabilitation of children with autism with high performance.

A Statewide Approach to Inservice Training for Teachers of the Mentally Retarded

1969 ◽  
Vol 35 (5) ◽  
pp. 353-357 ◽  
Author(s):  
Edward L. Meyen
Keyword(s):  
School District ◽  
Training Program ◽  
Special Class ◽  
Mentally Retarded ◽  
Inservice Training ◽  
Intermediate School ◽  
University Of Iowa ◽  
Public Instruction ◽  
The University ◽  
Inservice Program

The SECDC inservice training program for teachers of the mentally retarded uses experienced special class teachers as inservice educators. These “consulting teachers” are trained to conduct monthly inservice sessions. Curriculum publications are prepared specifically for the field sessions by a staff at The University of Iowa, and an intermediate school district publishes the materials. Coordination is provided by the Iowa Department of Public Instruction. The purpose of the training program is to establish an ongoing inservice program which utilizes the teachership talents of teachers and which focuses on concerns relevant to their needs.

scholarly journals An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Carla Schmidt ◽  
Janine P. Stichter ◽  
Kristin Lierheimer ◽  
Stephanie McGhee ◽  
Karen V. O'Connor
Keyword(s):  
Social Competence ◽  
High Functioning Autism ◽  
School Setting ◽  
Future Research ◽  
Expression Recognition ◽  
High Functioning ◽  
School Based ◽  
The Social ◽  
Future Research Directions ◽  
The Impact

This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed.

scholarly journals MAINTAINING CHILDREN'S MENTAL HEALTH IN THE RISKS OF THE 21st CENTURY

2020 ◽  
Vol 14 (2) ◽  
pp. 84-86
Author(s):  
Sergii Boltivets
Keyword(s):  
Mental Health ◽  
Young People ◽  
Social World ◽  
Young Person ◽  
Children And Youth ◽  
Future Generations ◽  
Children And Young People ◽  
Living Things ◽  
The Social ◽  
Mental Abilities

Among the threats and dangers of the future, our duty to the younger and future generations is to develop the instincts, feelings and self-preservation of children and young people, who by their very birth suffer from inventions, conflicts and crises inherited by all previous older generations. The dominants of future self-preservation are in the mental development of children and youth, the main of which we consider mental abilities, development of feelings and especially - a sense of empathy for all living things, as well as - the imagination of every child and young person. her own life and the lives of others. Our common methodology should be to understand that the social world is not simplified, but complicated, and we have a duty to prepare our children and young people to solve these complications.

The Effect of a motor-based, social skills intervention for adolescents with high-functioning autism: two single-subject design cases

2010 ◽  
Vol 17 (4) ◽  
pp. 188-197 ◽  
Author(s):  
Sharon A. Gutman ◽  
Emily I. Raphael ◽  
Leila M. Ceder ◽  
Arshi Khan ◽  
Katherine M. Timp ◽  
...  
Keyword(s):  
Social Skills ◽  
High Functioning Autism ◽  
Single Subject ◽  
Single Subject Design ◽  
Social Skills Intervention ◽  
High Functioning ◽  
Subject Design

Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism

2009 ◽  
Vol 39 (10) ◽  
pp. 1435-1448 ◽  
Author(s):  
Kelle M. Laushey ◽  
L. Juane Heflin ◽  
Margaret Shippen ◽  
Paul A. Alberto ◽  
Laura Fredrick
Keyword(s):  
Social Skills ◽  
High Functioning Autism ◽  
Elementary Children ◽  
High Functioning ◽  
Concept Mastery
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